6/08/2026 - Board Meeting

001Pledge of Allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Next on the agenda is public comment. Public participation is encouraged in the Laurel School District. All meetings of the board will be open to the public except as provided by law. Scheduled meetings of the board may be recorded. Audience members may address the board during public comment for non-aggenda interests or during the discussion of the relevant printed agenda item. Audience attendance is welcome. If you plan to speak to the board, look over the information on the agenda, then complete the public comment section on the other side of this card and give it to the superintendent or myself as vice

002chair prior to the meeting. Um, do we have any public comment? >> Yes. >> Good. Then you'll go up to the podium and just say your name and thank you. Laura, can you hear me? >> Yeah, it's it picks up from 67. >> My name's Laura Kersman address. I'm used to like all city council. Okay. I just wanted to stop in um for a couple different things. Mr. Torx, I really appreciate you coming to the public hearing. Um, uh, your words were great and also just for all of your representation from the school district. You >> mean the public hearing that was held in the middle of the day on election day in a different town? >> Yeah, I was there. >> Yes, I I appreciate you taking the time to come to that. So,

003that was my first point. And then I wanted to come. I'm an admin for one of the Laurel community pages and I keep seeing a lot of comments about different subjects about the school district. primarily about the high school principal. Um, I do not have a child in high school yet. My son is in middle school, so I cannot speak to anything that's going on. But when I do see those post comes up, come up, I do encourage people to come to you guys, reach out to you, email, talk to you. Um, I also see some concerning comments that the school board doesn't care. I think you all care. I don't think you're in these positions that are volunteer. if you didn't care, you're not getting paid for it, right? I know you get paid,

004Mr. Torx, but um I completely disagree with that. So, I just wanted to come here and state that um so you're aware that that's happening. I see it a lot. There's a lot of posts out there about different bullying and all this stuff. I know you've probably heard that before, but I just don't like to see it. And I hope maybe there can be some conversations happening about that. And I hope parents that are experiencing it will hopefully come and speak and attest to what's going on. But as an admin of that group, I just wanted to let you know it's happening and I really am trying to encourage people to voice it where it's going to actually make a difference. >> Thank you. >> Do we have any other public comment? >> All right.

005Well, thank you. Let's move on. We're going to go into a middle school intervention presentation. So, come on up. So, is it it's on okay title as al along with many other things. It just goes on and on and on. Um uh Mrs. Nomin to go over our title assessment interventions. I thought this was relevant just due to um all the work that they do and uh the direction we're heading. So no further ado, I'll hand you guys >> just behind the curtain. All right, you switched it. Next part. >> All right, so once again, I'm Alisa Olsson >> recording. Sweet. >> Uh, I'm Elise Olsson. I am the title one teacher at the middle school. I also help with coordinating fastbridge testing at our school as well as I do all of our school

006data. >> I'm Yeah, I'm Valerie Nom. I'm the librarian. I'm also the building test coordinator for math and the DM. And then I also was teaching a math intervention um class this year. >> Um this year we also had all of our ELA teachers um helping us with interventions. So we had smaller group sizes. They did all of our retach and pre-teach groups. Next slide. Um so some of the big changes from this year this year from last year was uh we went from having a win schedule where we had building wide interventions to um class interventions for title intervention. Um mass this was our second year and if we fit in our buildings at all about mass it's it's been a process to get used to. It's 14 math tests I believe and about

007six >> uh ELA tests and then a writing assessment once a year. Um fast bridge is our standardized test. It drives all of our data decisions in our school. Um how interventions are placed and just how our school is growing throughout the year. Um DM was new this year. It's kind of cool. It's it's based off of um it's an alternative test for our students with cognitive delays. Um and it's individually created for each student. Next slide. Um like I said, interventions switch. We went from a 20-minute window or 20 20-minute block 4 days a week to about a 50 minute class every single day. Um we saw significant improvement in our kids this year. Um we did retach pre-teach as well as individual work to work on students individual gaps in their education. Um

008I have a trail laid out. Um we started about 40 sixth graders and by the end we graduated out 12 kids which is pretty awesome. Um sixth grade is a very unique year especially this year with them being our youngest kids. Um, that's always just a unique year because they go to a different building where their expectations become greater. Seventh grade rocked it this year. Um, we 16 kids graduated. Oh, I just 11 kids graduated. Um, 8th grade amazing as well. We 12 kids graduated out. Out of all of our kids and interventions, that's that purple box. It's hard to read over there. Um, positive growth. So each grade level you can see we had about right around 40 kids in each grade level. Um 18% in ELA for sixth grade had positive growth. That

009could have been as simple as um 1% from where they started the school year to ending the school year. Positive growth is positive growth. Um ELA or math for sixth grade is 48%. Seventh grade ELA 81% math 66%. eighth grade ELA 41 and 68%. So pretty big growth in our kids that we saw here. Next one if I can even read. Okay, we're going to talk about the mast. Um so that's the Montana line to standards throughear assessment. This is our second year with it. I think it went a little bit smoother than it did last year. It is quite a process though because there's a lot you into it. Um, so what we do is they use short computer-based assessments and you do those multiple times a year. So it's not just one at

010the very end. And so like I said, there we have three windows, one kind of in the fall, one in the winter, and then one in the spring. And then the kids um it's aligned with what our curriculum for math is. So the teachers at the very beginning have to create a map and then that map goes we Charlottville into the state and then we have to follow those. Those are the tests that we get back um during those tests that the state sends. Um the writing scores um as you can see um sixth grade they 20 at 2425 they were 31% nearing our median proficiency. This year we were at 60 um three near our meeting proficiency for ELA or for the writing. So which was a pretty big jump from last year. Um,

011seventh grade went from 40% the year before to this year that is 88, right? 88% near meeting proficiency. And then the eighth grade went from 61 to 84%. So that's quite a bit of big jump from last year's data to this year. So I think couple things. One, I think we're a little bit used to the test and second, I really think the kids, the teachers actually really said, "Guys, we really do your best. Um, we know we've got a lot of tests to do, but um, try to do what you can." And now the literary scores we have the be beginning of the year, middle of the year and then end of the year. Um sixth grade went beginning of the year was 55% and then 67%. Um this is the reading portion of

012it. 7th grade beginning was 87 and they were at the end of the year 89%. And then 8th grade went from 83% to 87%. Um, I should have maybe done the that last one first. Okay. Um, then theformational scores. Is that the math one? >> No. >> Oh, that's the reading scores. Yeah. Sorry. So, we went from 60. Is that 65? See, I told you I can't find my glasses and I'm really 65% to 69%. And any um seven, like you said, seventh grade really rocked it. Um, they went from 78% to 79. So they were kind of staying in there. And then 8th grade was 86% and they went to 87%. 84. Thank you. 84 to 87. This is what happens when you don't have your the glasses. Um math I'll let you Yeah.

013>> I don't feel like these are very good reflection on our team and our school. Um we have two brand new teachers, sixth and seventh grade. Um and so with that we have a brand new curriculum. And if you know our math curriculum, it is not an easy curriculum to just walk into and feel like you can just get through everything really quickly. It's a very hands-on program, which is amazing and our kids are growing from it, but as a teacher and as a new teacher, it takes there's a learning curve to it. Um, we also had in sixth grade a teacher switch in the middle of the year, which affects our kids as well. So, please give us grace on these scores. um we know they don't look great, but that's not what we

014saw for fastbridge testing or from just the girls in our students in general. Um >> Alisa, can I just say one thing >> real quick? Sorry. So the test like what Alisa was saying earlier or Mrs. Nom was saying earlier is the teacher uh puts a plan in place. So what standards are going to be taught and when and then the students um the students get tested on that during that time. So like sixth grade where with a new teacher or with new teachers in sixth and seventh grade they can put the plan up but as you know sometimes plans don't go as planned. And so some of this what you're seeing here for math they weren't able to get to the standards by the time they were being tested. So they were scoring lower.

015So I I think we all feel a lot stronger on the fast bridge showing a little bit uh better picture of what the students know as this um this some of this is skewed due to the fact that some of the kids were getting tested on the stuff before they learned it. Do you agree? >> Yeah. And the other thing is too like we started 2 weeks later than a lot of schools do and so they've already had 2 weeks of curriculum time before the test opened in October. So yes, go ahead. >> So when it says 2425, is that last year's test results? >> Did you see an improvement between beginning of the year and end of the year? >> So here's how the So these so the beginning so the first one up

016there is the end of the year. Um I see >> but we haven't uh the district has not the anchor test or the end of the year results. We I even looked today hoping we would get them. They are still not in. >> So those are kind of those data was about March April stuff when we pulled them. >> Um the other thing is that you said we had a brand new teacher like he's awesome though by the way. Um you know he came in and the kids were not quite ready for all this stuff. So he did the best he could. And like I said, we we have to realize we started two weeks later than a lot of the schools. This thing opens in October. So a lot of those schools already had

017two weeks of instruction time um to do that. Um 7th grade um they were 40% right now that about April for nearing meeting proficiency. And you guys will see you guys will get the data. I'm assuming I tried to call the state. They didn't even let me have it yet either. So, um, and then 8th grade, and this is why we were talking about how cool it is when you have a teacher that's there more than just one year or half a year. Um, she's at 72%. >> On that eighth grade, y >> So, if you look at the 20 24 25th graders, there was only 52% nearing and meeting proficiency with that teacher. When they moved to 8th grade, 72% of them are now meeting and nearing proficiency. I think that explains I mean

018that kind of lets you know from 24 25 to 25 26 that same cohort moving forward how much growth they made that contributes to the curriculum and just with fidelity teaching how we should be teaching. So I think that you kind of have to look at that picture and yes we'll go back and look at the anchor test once we get all that other data and then we'll discover that with our SLT and move forward. But I thought that to me spoke volumes if you had the same cohort of students from 24 25 moving into 8th grade 25 26. I mean they grew almost 20 points. That's pretty phenomenal. And that just speaks to the work that they're doing in the math department of getting everything in alignment and it speaks to the importance of

019retaining staff good staff. So >> yes Charlotte questions >> um just a clarification I guess. So on mass testing there isn't like a beginning of the year score end of the year score. Um that's fast brbridge that gives us that which is a little different. For mass testing that proficiency or nearing proficiency score is a culmination of all of the individual math standards that they've assessed over the course of the year. So they take the culmination of all of those individual tesllets and that's where they somehow magically come up with this end of the year score. So you can't really look at beginning of the year to end of the year. So I just wanted to clarify that. >> Yeah, that's what I was going to tell you as well. >> For math, it's based

020off of their standards. First of all, I want to say I think you guys are doing an awesome job just because I witnessed how impactful the change has been just personally in my own family and I really wish my high schooler would have had this for the foundational part because it just making a difference. But just a couple of questions. So when you're looking like at where the sixth graders are scoring, have you guys looked at from fifth grade where they're coming in and compared those scores um to see where they're at? So I the sixth graders that are up there that score that's at the top the 2425 is their fifth grade score. >> Okay. >> Um so even if that was their what 48%. So but we're also dealing with now that was

021the end of 25 or the 24 25 our 25 26 data we try went as late as we could um and they still don't have our end. So we don't have through the year whole report. So, we can always we'll add to that once we get that stuff up there. So, they did drop, but I am gonna say one thing though. Um I would I'm not I won't say it. The other part of the question is is like when you're looking at the tiers and things like look for that tier one, tier two, tier three, how are those numbers then breaking out for where people should be? Are you seeing that consistently? Are you seeing subsets or pockets of data where you've got one group that maybe is showing a bigger need um with that

022and not nearing those landmarks or or getting to graduate as close out of the programs or interventions? >> So for the math part of it was it all depends and let's I'm just going to put out there. Let's say if it was coordinate planes and they took that coordinate plane test and they haven't even they weren't even taught it yet. I mean that so that's the problem is some of these kids are getting this test with um having even been taught any of the the curriculum. So but you also they also put May 22nd as the last one and so we still were in school. So we were kind of late this way and late this way. So I feel like we were jam-packing a lot of information for some of that other and then

023that anchor test. Um the anchor test for the math and it here's the anchor test. It doesn't tell you what you're going to take. you're either going to have a ELA anchor test or you're going to have a math ELA math anchor test. Um, this year it was the math anchor test. We don't have the results on that yet. And what that anchor test was that they took little pieces and parts out of every part, every test that they took and did um 20 there's like 29 questions that the kids had to take. Um, so I think most of them took it seriously because pop when you give them popsicles, they really want to do well. But yeah, >> next slide. So this next slide should be our fast bridge. >> Next slide please. >>

024Here we go. >> So this is all our fast bridge data from the year all three of our testing uh periods the beginning of the year, middle of the year, end of the year. Uh I feel like this is more of a true assessment of where our students are for both uh reading and math. So a reading is like their overall reading abilities. Auto reading is like automaticity skills. So breaking down words, decoding words. A math same thing. Um general overall math skills. CVM math automaticity is um like how quick they can solve math problems, which some kids are great at it, some kids are not. It's all on a computer as well, which is always tough because they have to type on the top of their keyboard. Um, but I feel like this is

025a more true assessment to where our students are. We still went down a little bit in math um for six or Yeah, for sixth grade, but this feels more accurate than the other set of data that we have. We don't need to read all next. >> All right. So the dynamic learning maps is the computerized based state test design for students with the most significant cognitive displace or disabilities for whom general state tests are inappropriate that I got to work with some of those kids this year. It's really kind of a cool little test, but it does take a little while cuz it is one-on-one and so you really have to make sure cuz now they um the fifth graders and the eighth graders there also have input the science in that DLM part of

026it too. So um so they have to set up the um what do I want the special ed teacher set up their mapping and then the kids take the tests um on that. So like I said it does take a little while to test because you have some kids that they just look at you like nope and you have to say will you just blink and tell me you know they don't even sometimes they don't even want to communicate with you. So but it's fun to work with them when we get that done. So, I can't wait to do it again next year because I think it's just going to be another learning process of how to make it even a little bit better. Next slide. All right. So, final highlight to this year uh

027for title and intervention classes. Um because we do a retach pre-teach model, a lot of our teachers in the core classes notice that the students who are involved in our interventions are more willing to speak up in class if they feel um like they have equal footing to their classmates that are on or above grade level. Um I've had a few teachers come to me like so and so came to class and taught me how to do something I didn't know how to do. And that made our that made that student feel very um empowered and very proud of oursel. So, um, teachers who have been involved in our school for the past few years with mass testing also feel that they're starting to see a correlation between classroom assessment scores and, um, mass test

028scores as long as they are getting through the material and hitting the standards before they have to take those mass tests. And then the highlight three, your students are starting to take ownership of their sources and their success. Um, which is kind of cool because the kids when you kind of talk to them, they're like, "Did you know I improved or they just it was just kind of fun about that." And then like she said, I taught the math some of the math ones and even those kids would would learn something and they would take it back to the math teacher and teach the whole the whole class. So they it was kind of cool to see that. >> Um, and just the deal being able to offer testing for all of our students at

029their levels is been really fun to see. >> All right, next one. next year stuff. Um, my goal every year is that all of our students continue to grow and that the numbers that I have in my classes continues to decrease until I don't need a job anymore because I've done my job. Um, I still want that job, but um, you know, I want to make sure our kids are growing. We have in place progress monitoring. We want to make sure that we're doing so with 85% um accuracy and that everything we do is driven based off the data and our students and their needs and their goals. Next one, >> of course. >> Oh, good. Um for math, we just talked about we do want the kids to take start taking ownership of their

030um testing. Um I know last year and I understand why the kids get a little frustrated and the reason why is because we have the mass testing throughout the whole year. They were used to having one test and then all of a sudden now we've got if they do then they feel like they're taking a test every other day which I mean they're not but it feels they are when you have the fast bridge and then you have the health the health one at the very beginning and then this year 50 of our students got picked for name and then you had I just I mean I think some of these kids are feeling like that's all they're doing is being tested. So, we're just trying to explain to them the importance of this test

031and that we also tell them though that not only is it so we can see where they're at, but it also is telling the teacher what they need to be what should they be doing in the classroom that could be helping them a little bit better understanding these cuz it's it is actually you know your um stuff right within a week you know what the data is um for that teacher to look at and then reflect on what they need to do and also talk with that student. So, we do have a couple teachers that do actually talk with each individual student on on their performance of those tests. So, um same with us. We're trying to at least get to the 85% um of all students demonstrating growth um by meeting those stuff. So,

032>> quick question. Do you think there is true testing fatigue with the students and even the staff? Like, is that a concern of are we testing too often? Is it disrupting class time? Well, they they say that some of these tests are only supposed to take 10 to 15 minutes. However, if some of those students it does not take them 10 or 15 minutes, it takes them the whole class period because they really really wanted to focus on doing their best. But even if you took that test in 25 minutes, you still lost your 50 minutes of class time, right? Right. >> So, I was trying to think, we had 14 math tests for math and six for I mean, >> is it like counterproductive cuz we're already behind it seems like the late start.

033>> It's so I'm not sure because here's just so you guys know, I've also got selected to be one of the mass cohorts. I leave next weekend to meet with the state and we'll have a week long or 3 days worth of um what we think needs to be working, what can we adjust. Um, if I had my way, it would be you just put those tests out there and let the teacher say, "Okay, I'm ready to take that. The kids are ready to take that test. Let's take them instead of having you take it within this window." Um, but we're going to talk about it's like I said, it's three days in Boseman that we meet. Um, I think there's like 30 of us that are going um from different parts of the state

034and then we'll just talk about the concerns and the pros and the cons of the mast. I think another part of it too is we have a lot of students who are chronically absent or will miss certain days because they know a test is on that day >> and so that piles those tests up on those kiddos. So it feels like a lot more than it should because they have they weren't at school. So now they have two tests to complete instead of that one that was due last month. And so it just kind of like compacts onto itself too. And then the other thing people don't realize, so if one kid already took this, so like I said, it goes basically off of what your curriculum is. So if we have kids moving in

035and they have already, some of the times are like, well, we don't we don't that test is not well, they've already taken at another school, so they can't take it here or they thought they've already taken the test and they get here and they already have to make up three because the the whole curriculum is different than what we have. Yeah. Sorry. Um, are all of them taken online like on a computer or is it some handwritten? It's all on a computer. >> So, this year we had one that was it's all online and we just we did actually have one that was um that did paper pencil but once he does the paper pencil then I have to input all the data. So, it does take it's a little time consuming but >> that

036would have to be in their ID as an accommodation that's a request that we submit on behalf of the district. Um, and we tracked the data really closely last year. >> I know I'm not sure the mic's picked up or not. >> Charlotte and I are always together. >> So, we did track the data like really tightly last year. And I went in and you can actually see the start time and stop time for a Tesllet for a student to see what time they logged on and started the Tesllet, what time they stopped. And on average, it was about 12 to 15 minutes for the kids. Now, obviously that's average. So, there's some that did take a lot longer and some that were done in seven minutes. Um, and for people like assessment coordinators, it

037is never ending because they're rolling right in. They're making sure that makeups are done. They're tracking the kids constantly. But for the classroom teacher, we we did some surveys last year with the classroom teachers on how much classroom time they were losing or impacted in their classroom. Um, and it it was minimal because the intent is that they're teaching that standard or teaching that concept and when they're done teaching it, then they assess it and then they get that data back and then they use that data to drive their instruction. So, it's not perfect, but overall the feedback that we've heard from teachers is that that it gives them better information quicker to impact instruction quicker than it did with like the old ESPback where they went all year long and then they just get

038that summit of assessment at the end and then we never got those results until like July and then no one was here and no one was looking at it to really impact and drive teaching. So, our school calendar just didn't match. >> Yeah. And so, next year by with us starting earlier in August, we'll have two solid weeks of instruction. So, those Teslas that match up with our math instruction out of like unit one or two, we will have covered that before we open the window for testing. So, I don't think we're ever going to get away from state testing. So it's a matter of making the data useful for these guys to use at their schools and to use that data in a manner to help teachers. And I do think that we are

039seeing some positive results from that end of it. Um we we didn't track the data that tightly this year like I wasn't going in and checking start times and stop times for everybody. Um, but >> yeah, and it is, but you can do a a pretty quick scan and see, okay, everybody in this class logged in at 11:42 and finished at 11:57. And so, you can get a pretty good gauge of the classes and which which classes are starting and stopping within about 20 minutes. >> And the nice thing about this too, parents can get on um once they let us know they want to get on. Um, between Charlotte and I, we have this you could send out the information or email and then we send that and then they'll say you can automatically

040get on and find your scores as soon as the kids are done testing within that week. So the the parents can it's also instead of waiting till the end of the year and never hear anything they can also get on and see what their kids doing throughout the whole year on that stuff also. >> So am I correct in saying that mass does state testing and fast bridges? >> Yeah. No, fast bridge is a choice that we make. We used to map test. Okay, >> now we fast bridge test. So, it's a choice. >> We do that to to help monitor our kids, catch kids who need extra help. >> Uh when you start seeing us well, we'll put them in the red group, you know, that are strategically, you know, the high needs and

041then the yellows and the greens and then the above level clues. That's all from FastBridge. And fast bridg is we used to do map testing and map testing took >> two days. It took forever where fast bridge is 20 minutes. >> Sure. >> And that's three times. >> Yeah. >> Yep. That's the fall, spring, and then winter. First, fall, winter, spring time. >> Next slide. Um, so say with FastBridge, we would like our students to start making their own goals or seeing their scores and be able to create goals based off of their scores for middle and take more ownership with it. Um, I know I talk about it in my class a lot. I know ELA talks a lot about it with their students as well. Um, if us as teachers are the ones

042that want the goals, that doesn't affect our kids. So if our kids are making and setting their own goals, even if it's five points up, you know, it's about 1% each testing window, that is still significant to some of our students. So um setting 85% setting goals and exceeding um at those goals is our plan for next year. >> I think we're done. >> Well, thank you guys. YEAH. >> OKAY. Next is the consent agenda. >> No, next is correspondence. Thank you. Um, just thank you to the Jones family and BNSF for those donations. The district really does appreciate it. So, thank you. Now, on the consent agenda, I will entertain a motion. I'll make a motion to approve the consent agenda with the exception of the May 26th 1st meeting under admin support. Um

043it wasn't a matter of not a quorum present full board wasn't present for that vote. That would be number two under A. And then you go to item C under um act um action. Okay. >> There you go. Do you want to? It wasn't due to lack of a quorum. It was due to lack of on what fourth line. So it was lack of full board attendance >> and you guys can just make that change. >> So are you going to make the change? >> Yeah, she can make the change and you can approve it with the change made. >> Okay. So is your motion to approve? motion is to approve the consent agenda other than this making correction is mine. So you want >> with the correct approve the the sent consent agenda with

044the correction to the highlighted section listed under action item C with a Yeah. Okay. >> The minutes for May 26 regular meeting one. >> Do we have a second? >> I'll second it. Okay. Motion by Donnie, a second by Vanessa to approve the consent agenda with the changes requested to the meeting minutes for the first May 26 board agenda. >> Any discussion by the board? Any discussion by the audience? All right, we'll take a vote. All in favor say I. >> I. All opposed. Say nay. Motion passes. All right. Down to action items. Action item number A, the 2627 school year contracts. >> Mr. Torx, can you just fill us in on what this is? >> Yeah. Uh this is our uh extra co-curricular and extracurricular positions. Uh so number one is co-curricular positions. That

045would be things like uh the drama, FFA, all the things that are uh uh considered co-curricular, BPA, things like that. The next list is the uh uh activities list for like middle school. So it would have all the different middle school coaches. You can see the open positions uh there as well that we're currently looking for, but these would be hiring all those positions. Uh and then the last would be the high school winter coaches. Uh we've already hired the fall coaches. This would be hiring the winter coaches. And then when Mr. Torerson, he should be done relatively quickly with evaluations. Uh then he'll hire at the second meeting in June is our goal, right, Mr. Torson? Y >> um then we'll hire the spring coaches at that time. So, this would be the winter

046high school coaches. Um, and again, you can see what's open on there, and we'll bring those to you individually. So, those are the three uh extra and co-curricular positions or or lists we'd like to bring to this meeting. >> Would anyone like to make a motion? I will move to approve the 2627 school year contract for co-curricular middle school and high school winter sport coaches. >> Second it >> and Noel will second. Do we have any comment by the board? Any public comment? All right, we have >> I do have one. >> Okay, John. I just wanted to thank Andrew for listing those open positions. I really do appreciate that knowing what we're still missing. >> I remember that from last time. >> Good job. >> That's why I wanted to recognize it. >> Okay,

047great. We have a motion by Donnie, a second by Noel to approve action item number A. Oh, to vote on action item number A. So, all in favor say I. I >> I all oppose saying nay. Motion carries. Bard meeting schedule for the 2627 school year. >> So this is just the uh the schedule for next year. It'll include the dates, the times, and it includes uh a few building uh visits. So you can see the building visits are scattered in there as well. Um these are basically the exact same as this year with the exception of we don't have that Tuesday meeting after uh Memorial Day. This year happens the week before on the Monday. Uh the board always has the option every year of choosing what dates, how often, and what time they

048meet. And the board is always chosen every second and fourth Monday at 6:00. So, this continues that trend unless the board should want to do otherwise. >> Would anyone like to make a motion? >> I'll make a motion to approve the 2026 uh board schedule. >> All right. Second. Any board discussion? Any audience discussion? Okay, we have a motion by Noel, a second by Donnie. All in favor say I. >> I. All oppose say nay. Motion carries. Action item number C. This is the eye specialist. >> Amy uh uh worked here last year or this current year. Um and she wasn't hired because at the previously we weren't sure if we were going to some other work she has if she'd be able to handle but she can. It'll be in a slightly different um

049uh amount of days, but it'll cover cover all of our VI needs, visually impaired needs that we have for next year. Uh so, we're bringing her back cuz she is able to do it again next year. She did a very good job for us uh and frankly was a a breath of fresh air in the visually impaired world. >> Jen, >> yes. Can I ask a question before making a motion? Are either of these next two in need of waiting for background check? Do we need to make that comment? >> No. Uh Miss Henkins is a repeat, so she's already here. And then uh um No. Then the next one is is a person that we had a person resigned who was hired for ESY and so we were had another person move over who

050was already a teacher here. So they're both good. Okay. I'll move to approve the hiring of Amy Henkins for the visually impaired specialist position for 2627 school year. >> I'll second. >> All right, we have a motion by Donnie, second by Noel. Any other board discussion? Any audience discussion? All in favor say I. I. All oppose say nay. Motion carries. down to the ESY special education teacher. Do we have a motion? I will move to hire Miss Jorgensson for the sped teaching position for ESY. >> I'll second it. >> Any board discussion? Any audience discussion? All right, we have a motion by myself, a second by Vanessa. All in favor say I. >> I. All post say nay. Motion carries. Action item number E, the loco pantry recommendation. I'll move to approve the new account

051for locomotive. Now I lost the title of it. Loco Loco's Pantry Lis within the 15th Fund. >> Any second? >> I'll second it. >> Okay, we have a motion by Donnie, a second by Vanessa. Any board discussion? Any audience discussion? All right. Um, all in favor say I. I I all oppose say nay. Motion carries. Action item number F, bus driver for the 2627 new hire. Do we have a motion? I'll make a motion to hire the bus driver 2026 2027 W. Christensen recommendation. >> All right. And second. I'll second the motion. >> Okay. I don't know if you want to say something. >> I just have a quick question on that one. I don't know why it said 2627. We'd like to keep them once we got them. So, I just I don't know

052why it sets out in the thing up there, but we don't want him just hire for 2627. >> Yeah, he'll be he's classified, so he'll go forward. >> I just noticed the difference. I just want to make sure. >> Yeah, he's classified so it'll move forward as a yearly contract. Do we have any board discussion or any other audience discussion? All right, we have a motion by Noel, second by Vanessa for the bus driver, Mr. Christensen. All in favor say I. >> I. >> All oppose say nay. Motion carries. Okay, so we're going to move into handbooks. Some of these are back for repeat. So, let's start at the beginning with the student activities. This is a new one. >> You did not see this with last. >> We have not seen this. Um, okay.

053Devon's got it up. I think we should open it up for discussion first. I honestly >> Andrew, did you go through and check all the dates and all that type of stuff? >> Yes, I did. Okay. There wasn't too much that changed in this one. >> I did see the inclusion of the SNAP fundraiser. Can you explain that? >> Uh, that wasn't on this one. >> Was that not on this one? Okay. No, never mind. >> Um, >> that was on activities, wasn't it? >> Yes. >> Okay. Thank you. >> So, couple of changes in this one. Um, is athlete needs to participate on page four in practice the day before game. In order for a student participate in practice, student needs to be present in all classes. um including if they have morning practice

054then they need to be in present in those classes that day to participate on their Saturdays. >> So in the past Andrew uh someone could participate without being in school. Um, it really comes down during a basketball season where we have multiple teams going and like the eighth graders will practice in the morning, seventh grader will practice um after school. We ran into one situation this year where um the kids it had listed that they had to attend practice, pregame practice. Um so they did that in the morning. um then they went to school, >> got sick, and then played on Saturday for a a >> Yeah. And that's not acceptable. We want students to be in school before they're going to compete. >> So, we made sure that got into the handbook. >> The

055concept behind this is if you're too sick to sit in math class, you're too sick to go run down the basketball court. >> Correct. And then one of the other changes is just um making sure that physical forms are on the MHSA physical exam form on page nine. So board we can approve these now or we can table them and bring them back for second reading. It is up to us. I will entertain any motion we feel comfortable with. I will move to approve the Laurel Middle School student activities handbook as presented. I will second. So we have a motion on the table by Donnie, second by myself. Do we have any other board discussion on this one? Do we have any other audience discussion? All right, let's move to vote. All in favor of

056number one, action item G, student LMS student activities handbook, say I. >> I. All oppose, say nay. >> Motion carries. >> One down. The next is the big one. Next we got high school. So we'll have Thank you, Devin. We'll bring this one up. >> We want to go go through it in order or >> Yeah, let's go through it in order. Okay, >> we'll have discussion first. We'll kind of go through the pages. Do we want high school to kind of walk us through? >> Yeah, I think high school can walk us through changes if they so Dr. Bington or Mr. Russell, you want to come up and kind of There are there are just a variety of changes throughout. Some of them are updating, some of them are reorganizational. Um, I would because

057moving all of it around and expecting you to still follow that would be extremely difficult. Um, I know we had some realignment within our discipline section. Can I make a comment on page 12? Yeah, way ahead. Yeah. And that comment has to do with the um not the title n um person, but moving down below it to title or to the 504 coordinator. >> Mhm. >> The name is slightly different. I'm afraid that might get confusing to people. Everywhere else it's listed as Christina Peterson and here it has her hyping. What? You want the hyphenated or you want just Peterson? >> Peterson. >> Everything else in all the books. >> Everything else. >> Okay. Fixed. >> Do we have food prices yet? >> Uh, no. We'll bring food p prices back separately. We have contacted

058SF and he got back to us today, I believe. And uh we still haven't I was in DT meeting all day. We haven't met. We will have to there will be a raise in prices somewhat. We have to meet on that and find out uh just what exactly we'll bring back to the board. And then once it's approved by the board, we're we'll just put them in all the handbooks and make sure they're in the handbooks cuz you de facto approved it in all the handbooks by approving it once at the the change in if you should approve it. So, we'll bring that back. We have it parked in the handbooks and we'll bring it back and change them as we go. I don't know if you want to update. >> You might have to

059go up come up here just so you can hear your name. >> Uh, well, I was just thinking since you updated the last name, you might want to update. It says student services coordinator. Just should be the 504 coordinator right there. >> Oh, >> good. Or do you just take that off completely because it's not up under? >> Yeah, you probably need it all together. >> It says it in the paragraph, I guess. So, we can just delete it. All right. If we go down, I have no the addition in emergency drills for kids in not in their cars. That makes sense. >> If you're on a page, everyone can follow. >> Oh, just page 13. Yeah. Um, I guess the biggest takeaway if we get down to guidelines for success on page 15 is

060the use of phones in the high school. And I would really want and that's up to this board for discussion, but I really think we should go no phones be pretty strict on it just like at the middle school. So just absolutely phones away. >> So just so everyone understands at the middle school phones can be in the school but they're in their lockers. They're not carried between classes or to class. They're not allowed to have them at lunch. They uh what's the what's the uh morning rule for phones? >> Phones they're want to go ahead. >> Yeah. So at breakfast time they cannot have their phones in the building. So when they come in, the phones have to be away. Now if they're outside and they're talking with a parent, that's fine. They cannot

061do any videotaping, recording of any such at all. But if they have to talk to a parent to say they arrive to school or anything like that, they'll text on their phone and that. >> So as soon as they come in the building, phones are away. >> But soon as they come into the building and come in those doors, the phones get put away. >> So Dr. Bington, Mr. Russell, how would you describe the current expectations as written in here for phones at the high school? >> Current expectation is that phones do not have a place in instructional classrooms. They're they are put away. They are either in the phone caddy or they're put away in a locker during classes. They are allowed to have them during passing period before school and at lunch. >>

062Okay. And I would recommend no phones out inside the building. And I have to agree with that because that's where your bullying and stuff comes into play. My I have a lot of thoughts on this. Um it's possible. It it will come at a cost. >> What do you think the cost is, Dr. B? When you say that, what do you mean? >> Um, I think it will there will be a heavy investment of time to get it implemented and off the ground. I think we will lose some students. I think we may lose some staff. Um, I think it will put other priorities on back burners because we will be busy chasing phones. And I I I've heard Mr. Torx and I have had a few conversations And I know he has said that

063we will have support and I believe him. I also think it's still going to cost the time and the energy and that that's a challenge and I think that at some point in time we have to help students learn how to responsibly use phones. One of the worries that the board has expressed, board members have expressed to me and what you're seeing nationally is is and why this board's even bringing it up. I would assume is is is if I and again I'm not trying to pick on anybody. I'm not trying to bash high school teachers. That's not my goal. when when I when you walk down the hallway, um I can see kids in classrooms who poke my head in just to say hi or wave and I can see multiple kids at any

064given time on phones. And some teachers are are really hard nose about no phones in class. Would you guys agree with that? Others can be a little more relaxed. You know, well, we got 10 minutes here. You're done with your assignment. Go ahead and get on your phone. Um and and I think I think to be as successful and do what the board wants, if we take the current the current uh guidelines, it's not on this page, but on the on the specific thing about cell phones, it'll uh I don't remember the later page. And if we follow that to the letter um and we keep those out of out of classrooms and we shouldn't see teachers giving uh kids the last 10 minutes of the period to have their phones. You should not allow

065uh ear earbuds in at any time. I asked a kid once I said uh hey you're not supposed to have an earbud in. Oh I'm not listening to anything. Okay then really you have really no reason to have an earbud in then right? I mean that would make total sense to me. Um, but the the amount of earbuds I worry about I worry about putting the pressure of enforcing that solely on that teacher. I do worry about that. And if it's put on this board or on me, I'm okay with that. And but when I walk down the hall and I see a classroom with phones in it, then teachers need to understand it. It it it we just no phones, just no phones in the class. That's the way it's written right now. And

066that's what we have to move forward on. And whether the board wants to make it simplify it and just say, you know, no phones unless you're off going to lunch, um I'm okay either way. I I just think that uh I think phones have gotten out of control. I think a lot of kids use them responsibly right now, but what's responsible use in a school? I would I would take responsible use in a school is you just leave it in your locker and you go about and that's responsible use to me. Um that's my feeling at least. So I think what rules we have work fine. We just need to make sure that that's exactly we're going to follow that to the letter. If the board chooses to go with something a little different, a

067little simpler wording, um I think anytime you put this into effect at any school, and I've done it myself, and unfortunately it does take some time initially, uh but it but you have you have to have zero tolerance, not a hey, put your phone away before I have to catch you. No, it's you have it, it's it's mine. And then it goes away pretty quick. But that first month is more difficult. We will have kids who will look right at a a principal or a teacher and say, "I'm not giving you my phone. You know what the hell with you?" And uh that's that's unacceptable behaviors. Those are insubordination. Kids will be suspended because of this because in my opinion, this is a this is a major addiction for some kids. And if I'm walking

068by taking crack out of the hands of some dude on the street or or some guy's cigarettes, I mean, it's an addiction. they're not going to be happy about it. And and we have they have to know that they're not going to get phone calls coming to this board saying, "Well, they're suspending kids just for looking at the time on his phone and they're suspending kids." Well, you're not supposed to have your phone. So, they have to know that that this group right here isn't going to take those phone calls and isn't going to say, "Well, Matt, hey, would you do see something? They that mean Dr. Bington suspended a kid just for checking the time." We got clocks in every classroom. >> We We I mean I mean I I only say that because

069that's something that was asked of me when I was a high school principal. >> You're suspending kids for just checking the time. >> I got a board member on me about that and I said, "You got to be kidding me. Do you want phones or do you not want phones? Otherwise, we're going to have every kid checking the time every 10 minutes." So th those are the things that if we're going to do this, we have to be able to back these guys and not take any crap from people who call in and get frustrated because we suspended Johnny because he was checking the time cuz that's going to be their excuse. The other excuse we hear all the time is, "My mom was texting. I have to text her back." Well, guess what? You

070don't text your kids in the middle of school. And if you do, you don't expect to reply until lunch or after school. So, those are the things that are going to happen. That's going to be tough on these two and it's be tough on all the staff because they can't just say, "Well, this is the really good kid. Hey, put away your phone there, Susie. A+." But Johnny in trouble all the time. He he gets his phone taken away. It's got to be consistent. It's got to be across the board with everybody. No one uh gets a pass on it. No teacher can let a pass happen. It just won't work. So, if we want to do this, we're going to do it as a as a group. And we have to know that these

071guys are going to get back and not you guys aren't going to take phone calls because someone got in trouble because they were checking the time or they were returning. But they are returning a text that I sent them and I'm their mom and I should be able to text them whenever they want. And I got those calls all the time. Why you suspending kids for talking with their mom? Don't you like them talking with their mom? You anti mom. You anti parent. Holy cow. Is that what we want to go with? But we need to know that there's backing here if we're going to do this because it's not as simple as we want it to be. >> And I think as a board that we need to start doing that here in the

072handbook on page 15 or whatever under assemblies, it says put phones and earphones away. I want that to say no phones or earbuds. Okay? So that way that these guys do have support. I want it to be crystal clear in the handbook so I can show parents and show students that this is what the handbook says. This is the this is the rules for cell phones in Laurel High School. So that's that's my opinion. So anywhere it states like I would like to mimic almost the middle school wording saying no no cell phones in the building at lunch in your car. >> Does that mean in their pocket on their person? >> I don't want to see it out. That's what it means. >> Means no phones. So, we have to be careful. So, that

073that's the type of slippery slope because a kid's going to walk in with it in their jean pocket. >> I can see it. You got to turn your phone in. Somebody else walks in, it's in a different pocket that I can't see or it's in their binder and I can't see it and they don't get caught. >> So, is the middle school, are they allowed to carry them around school? You guys Whoa, whoa, whoa, whoa. You guys were both quick to jump off. Holy cow. >> So, uh, when I took over, they had open cell phones at the middle school. Um, and at Elder Grove, we did not have cell phones. And so, we tried a couple of different things. So, it went from that they could have it on themselves, they just couldn't see

074it. Well, then you start having students that would be really sneaky taking it out of their pocket. >> And we moved it to the lockers. If you're gonna I would it would be less of a struggle for these guys I feel if no phones means you have it in your in your locker. It's always in the locker just from my personal thing. My personal at the at the school at the middle school uh it was much easier to police. We have a cell phone tracker as well. All the teachers have have uh have the spreadsheet and so they let us know uh on that. We give three opportunities on that. Um but uh I had teachers tell me it was going to be hard and within I don't know a month it wasn't there wasn't

075much. That's middle school. High school is a completely different thing. But middle school also has a struggle with uh maturity and stuff like that. And so, but it wasn't as bad as the teachers thought. And it was in sportation cuz I had teachers tell me, "Well, what happens if they refuse?" We we have had a couple students that refused and they did get inordination. If I'm coming down there personally, one of these two have to go down there and grab a phone. That's insordination. And that's a pretty heavy consequence. And if they have where a parent has to contact them because they're going into surgery or something like that, we make accommodations where they can come to the office and they can have their phone at the office and then they can text their parent

076at the office or the parent can call the office and we will page the student to come down. So we work with that kind of goaround for them. Earbuds, we're the same with it. The only time we ever allow like an earbud in is if they have it written in their 504 and IEP where they need noise counseling headphones. And so, but that is every staff member knows who that is. Same with if you had a student with diabetes, they have that on their um on their cell phone. So, those things are permitted on a case by case. But then every staff member in the building is notified, hey, you know, Johnny can have his phone because due to medical reasoning and that way everybody knows and if there's a question from an aid or

077anything, they will come and ask, hey, Johnny has his phone. Does he have permission? Yes, he has a medical plan. Okay, we're moving forward. >> It's not allowed to play games on Facebook and they're wired. We do allow some wired earbuds, but that needs to be plugged directly into the schoolisssued Chromebook because the teachers can look at that through um whatever the program is. I can't remember what it's called. >> Go. Thank you. So, >> and so we discussed like the consistency between schools last time and I think this is kind of a good example where it might be rough this first year or two, but if they're coming up from the middle school, they should already be accustomed to the rule. And I'm looking at the middle school one where it states that students

078will not be Oh gosh, hold on. Electronic devices, including headphones that were not issued by the school, will only be allowed in the lockers from 8:05 till 3:20. So, I I would like to see this come back after we look through the whole thing. Um, but I would like to see the cell phone policy kind of mimic that from the middle school so that it's continuous and consistent. Um, but also to include I like that that statement where it says electronic devices that were not school issued. So that includes watches and and glasses too because those are >> It also includes iPads and MacBooks and personal >> that is you need bring your own device. It's it's not allowing any of those which >> because then we don't have the software on those MacBooks you

079know and so yeah so I would I would that is my request that we make that change and then bring it back as well just to make sure >> the board members >> any other discussion >> I'm going to play devil's advocate because >> okay >> Dr. Mington started out with, you know, concerns of basically being able to police the world. And in my world, even with adults, you know, you're you're policing cell phones and things like that. And so, realistically, you know, you're hearing you're going to police a child who goes out or you call them a child who goes out to their car at lunchtime and is on their phone. Realistically, what type of staffing do you have? How are you going to uphold to go and police >> when they leave at

080lunch time? >> Then we won't police that. But that puts the students who choose to stay or don't have a ride to go somewhere under a different rule, so to speak. So if you ride the bus, you don't get that. Well, unless you choose to go for a walk. >> Mhm. >> You can walk across the street. >> Offer food for thought on that. I'm just someone who's been looking at our food fund account. Um, with the new vendor, we're trying to increase our participation in hot lunch. And if I'm a high schooler and I can't have my phone to lunch, I'm probably gonna opt to go to Domino's where I can use my food or my cell phone rather than increase our participation here at school. That's just my thought. It also be nice

081to hear from some more of the teachers and the staff that it directly impacts because we're making a big decision and they're the ones who also I know that we're going to back them but we're also the one they're the ones who have to carry a majority of the load of the work and I think that it is somewhat biased as just saying we're going to do this. We need to also hear from the people aside from Dr. Bington that it's going to impact and how it's going to impact them. >> We we did discuss it in our um end of the year staff meeting. Um I think they have some interest and I did invite them um to come. Uh I think some of them were a little hesitant to come to the board

082meeting. Um I think they are interested in cell phones being less a part of the classroom. They are all for that. They don't want to see the cell phones in the classroom. Getting to that point is where the challenge lies. That's that's the struggle that I think they're concerned with. and the follow through and they know that first line is is on them in the classroom every period and and it is kind of hard to pay attention to all of those things and teach my class. Does this student have Google AI glasses on? Does that student have a smartwatch and are they using to cheat? Does that student using a schoolisssued device and meanwhile I'm still teaching and I'm trying to differentiate and I'm trying to pay attention to all of these things. Can we

083do a better job of enforcing the cell phone policy we have in place? Yes, absolutely. Um, I I do have reservations about going to it being banned the whole school day, >> but can you implement those rules? Because I've been in the high school and I see that there's a dress code rule in the rule book and that's not even followed by some of your students and I don't see them getting dress code violated. >> We we dress code we dress code a number of students. We dress code. >> I watched a girl walk out to her car in shorts with her butt cheeks hanging out and of course hoodie on. Where was that? I mean, this is a more of a safety concern than a dress code violation. I mean, this is how kids

084communicate with each other. This is how you see bullying. This is how you see, you know, heaven forbid a school shooting or something. Oh, well, this kid's here. Go on in. So, I agree with you. I think my main concern is just teaching our students to focus in class without the constant distraction helping. Like I think this is an addiction and if we can do anything and all anything that we can to demonstrate to you and the staff and the students that this board wants you in school to learn and not to check the time on your phone, you know. So, if we can just reduce the amount of distractions, I mean, we all grew up in a school that didn't have cell phones and we managed to make it through the day. And so,

085um, >> if our eighth graders are already accustomed to it, then, um, then it shouldn't be going forward. I mean like you're like you said this first this first year will be rough and I I'm not denying that but um >> do you have any thoughts? So what what what what could happen was obviously this won't be voted on today, >> but we could get together in the next few days, this week or next week, and make some changes to bring it back to the board on the 22nd >> uh to to and obviously send it out. You guys have access to it already. You could check it out before then. Uh we can reshare it once some changes are made prior to the board meeting just so you guys can look at them. Yeah,

086let's do that. >> What What's your guys' thoughts? Donna, you've been eerily silent this entire discussion. >> This is a tough one. And not so much because I don't think it's a good thing to do, the right thing to do because of how hard it's going to be on them. I mean, we've got what we've got in policy based up or in the handbook based on what you were saying when you visit the school. We're not doing a very good job implementing this. Would a complete ban be easier to implement? I mean, it's going to have consequences. It makes it >> one one of the things it might do if it does do something, it takes it takes some of that decision making out of the hands of a staff member and doesn't put the

087heat on them. It puts the heat on a superintendent or a board and any any staff can say, "Hey, it's just not allowed. That's it's a board rule, guys. That that's the school board. You got a problem? Take it up with them. Give me your phone." Um, it really does it does take some of that away. I think uh that that's one big advantage to it having something in the handbook is that's a board approved. >> And I guess that was my number one question for Dr. Bington is would it potentially be easier on you if it was just nothing? I I would say if it is if the board is interested in banning cell phones, the board needs to vote as such and we can reflect that policy in the handbook because otherwise if

088we write it in the handbook, the handbook is the guidelines of how we live our lives in the high school. So when we put it in the handbook that says we're putting it into place and if this impetus is coming from the board and the board wants onus for that I would like to see that reflected in that capacity so we can see where that that >> when the board votes on that handbook that's what they're giving you. They're giving you an approved uh procedures and policy to move forward uh and and these are reflected in what the board wishes. So if the board votes on this today or the 22nd, they would be de facto doing that. >> So that being said, would it be in our best interest to modify our board policy

089on cell phones and let that trickle down >> to the handbook? Because that was the first thing I thought when I heard about the discussion was do we start with a handbook or do we need to look at our policy? >> The policy doesn't address the procedures like this in any of the schools. >> No, but the policy I just read through it and it pushes it out to the handbook as being the maybe would have a little more onus on the board >> that paragraph that the board might want. They put it in that policy and then yeah, that's a good point. That could even be edited before the next board meeting. >> That's uh policy 3630. >> I would not be opposed to codifying it in policy for clarity for you guys as

090well for for parents too. You know >> that could be done. Is there any further discussion about the cell phones? Doug, >> I have kind of a tangent. >> Can you come up a little bit? Um, so I guess the thing I would like to bring up is also the YOD devices. We have a policy for it. So I do have a guest network still up at all the buildings. I don't like to have that guest network because it's I mean I have security policies in place and I I've got best practices that I'm following, but it just takes one kind of vulnerability and some kid who's interested to find that. Um, I do have actually kids at high school who try to break in the network regularly. I monitor for that kind of stuff.

091Um, and mainly to know kind of what I need to protect against, what I'm looking for. Um, it would be great to not have to worry about that as much. I still want some common spot bases. Like I want it still like in in the gyms for when they have like visitors there in the um library too because they have it's more of like a free library, the auditorium, the depot, the things where we actually have guests. Yes. Um but then turning it off for mainly like classroom usage. >> That would help me sleep a lot better at night. So >> can you not just turn it off now for >> Well, we have the policy for it. Um so it's something that I don't want to necessarily take away fully from everything everywhere just

092because we have a policy for VYOD. >> Do you want to add that to the list for policy review just to take another look to consider for the board? >> And I do I do have things on timers so at least they'll turn off at night. So I don't have somebody trying to break in constantly like they don't leave a device outside the building and try to break in that way. But um I I do have best practices set up on the network. So it's not a huge vulnerability but it's one that's persistent. So it's something that kind of sticks in my mind for that. But yeah. Awesome. >> Yes. Miss P. This is my other thing. Uh, Lisa Pickkins, LUAA certified co-president, but I actually have two sons who go to school in Billings.

093So, my older son graduated last year. The other one will graduate this coming year. Um, they're not allowed to use their phones in the classrooms, but they have them in schools, and I don't think it's a big problem. Um, I've gotten two texts. Well, I got two texts this last spring. One was because my son needed me to sign a permission slip, which I guess he could have gone down at the office or maybe his teacher would have let him use her phone to sign this permission slip. And the other one was when he needed to go home. And it just seems like for those kinds of things, it's probably simpler for him to just send me the quick text during his passing period than to have go to the office and talk to the

094people and send it that way. But I think sometimes we make a bigger deal about things than they have to be. Um I don't think these kids need to have their phones out in the classroom, but it kind of sounds like it's maybe a matter of enforcing the current policy then um banning phones altogether. You have kids who do have jobs outside of school who might be sending them messages during the day like, "Hey, do you want to work at 4:00?" And it might not seem like it matters to you, but for some of those kids, that job might be part of what is keeping the whole family afloat. And if you don't respond to those messages fast enough, you miss those kinds of things. So, I don't really think it's a huge problem to

095let kids have their phones when they're not actively in class. if you're actually enforcing that rule in the classroom. Like my boys have to put theirs into whatever phone parking lot and if you enforce it the way that it's written, I think that eliminates a lot of your problems. I mean, that's just where what I've seen myself. Plus, I read that no phones in schools hasn't actually improved educational outcomes. Just for a side note. >> Yes. >> Teach me one more time, please. >> Laura Kershman, >> thank you. >> Um, I would be in full support of doing the same policy that the middle school has. My son's in middle school right now, and I am very thankful for the way that you guys run it. There's national data about this being an addiction with

096our kids now. So, I have parental controls on my son's phone, although I know it is in the locker. Um, he can't use it during school hours, even if he wanted to. Um, he can contact me. He calls me right when he gets out of school cuz he walks home. But, um, I have Life 360 on me, all the things. But, I don't think there's any reason for these kids to have their phones. They're there to do their schoolwork. They need to be focused on their schoolwork. I tell my son that that's his job, just like my husband and I have jobs during the day. And we have to focus on our job. I'm not texting on my phone. I'm not looking at Facebook. I'm doing my job when I'm at my job. And I

097think these kids need to be sitting in their classroom. They need to be doing their work. They need to focus on what the teacher is saying. They don't need to be looking at their phones. Yeah, there's clocks. They what what do they need to look at their phone for? If I need to get a hold of my son, I call the school. I tell them what I need to get a message to them. you know, if I need to pick them up early, whatever, but they don't need to be looking at their phones, so I think this is going to work just fine. >> Thank you. >> Do we have any other comment on the cell phone policy itself? >> Okay, Dr. Bington, you said you did make some behavior and discipline changes. Can you

098just walk us through that as well in the >> I I think if we're going to bring it back, you'll have time to read through those and just look at what like off the top of my head because it was a week or two since I've looked at this. Okay. Um, they weren't any significant changes. They were alignment with middle school and minor adjustments. Um, we still have some more of that we probably need to tweak and now it sounds like we'll have some additional time to do that. So, all of the changes are highlighted in the suggestions. >> Do we have any other board comment on this particular handbook? Do we have any public comment? Well, then I will make a motion to table this for a future meeting. Second. >> All right. I

099have a motion by myself to table the high school handbook with a second by Donnie. All in favor say I. I. All oppose say nay. student uh number three action item G LHS student activities handbook. Um Andrew, this was the one I did have that question on I believe for why are we requiring SNAP fundraisers this year? Let me open it. Sorry. Got to switch gears. page 10. >> Yeah. >> Um so this is um Snap Mobile fundraiser. Um we've seen some success in some of our programs um using this as an online um fundraising platform. Um, some other schools use this across class A uh as part of their kind of participation fee. And with the rising costs of a lot of different things, hotels, meals, travel, all those pieces, um, we're going to

100require students to do one SNAP mobile fundraiser as part of their participation fee. Um, it's very, very simple. um they set it up, they get just a few um like 10 names, 10 emails, and it um gets grandma and grandpa that live in Michigan and um aunt and uncle that live in Florida. Um so it doesn't just tax our laurel community, it reaches out to everybody that puts they put in their contact list. >> So do we So what is the requirement responsible like provide 10 names or I don't even know if we need to get that into it or not just sign up one person or raise 10 bucks or >> do we want to specify that or is it just kind of at the discretion of the coach? >> Yeah discretion um I'll

101be the one managing it um similar to um the help of my secretaries looking at activity fees. So, I'll make sure, you know, you know, fall sports kicks off. Okay. You know, here's the kids that have have these names. And for the most part, once you get the names, you're going to get some donations. >> Um, but if a kid at least they get the names, if only $10 comes in, if $0 comes in, um, I'm not going to hold them out. The requirement is just to do the fundraiser, get the names. um they still have to pay the $75 to participate in activity. This is just a benefit and a and a bump in our activities um to help with travel and all those pieces. Okay, >> so speaking of all those pieces, page

10214 number four, >> that was my next question. Thank you. >> Okay, sorry about that. >> Nope. Yeah, >> didn't mean to steal your thunder. just talk a little bit about that in that uh number four. >> Um so all regular season meals will be at the responsibility of athletes um or parent groups or or parents. Um so right now we do uh pay for regular season meals um if they travel at a great distance. So we don't pay for the first one, but we do pay for the second one. So say a um you know football team goes and plays in Browning. Well that's a whole day trip. So we don't pay for breakfast but we do pay for their lunch and then we pay for their dinner as well. Um so next year

103during the regular season we just cannot continue um to pay for regular season meals. Um the meals costs are just continuing to rise. Um, we have a lot of overnight trips um that um really dive into those regular season meal costs. >> What was the I'm sorry. Go ahead. Sorry. And just Andrew, I thought when we had our district operations meeting that we both these topics, the SNAP um fundraisers and the changes to what the school would pay for for meals. You were going to put together a bit of a presentation for the board to point out to to just demonstrate some of the savings and the map you had on the SNAP mobile was awesome. that showed how far and wide we collect funds. I think that would be very helpful >> in reviewing

104this handbook >> and I um Zeta, my right hand transportation director reminded me of something I need to add to this. So um I'd be willing to do that at the next board meeting and I need to add um an athletic training piece to my student activities handbook. And then also I notice um I don't have the coach's handbook on for approval as well. >> Oh. >> So um at the next board meeting I'd be willing to present uh the numbers for more information and then also bring back my LHS student activities handbook and then the coach's handbook as well. So they both reflect at the same time. >> Yeah. >> Jen. >> Yes. I just want to comment to the trustees that the information we looked at at district operations if Andrew were to

105present it here would be pretty eyeopening and help you understand and decide if this is good or bad things. >> It was it was quite the uh this mills thing was quite the conversation we had in district operations multiple meetings um because no one wants to to Okay. turn around and place cost back on parents. Now, I know a lot of groups uh they already do it now. They do kind of a parent individual parent thing to help with cost with meals because, you know, we do we only allow $10 for a meal and we all know that burgers are $16 now. So, the parents are already helping and we felt like this would be the best way to go as opposed to because of meals. I mean, honestly, I know it's maybe not as

106popular, but a a parent could make a put a couple sandwiches and some fruit in a in a brown bag and and the kid will have food for the day. I mean, there's ways around this that aren't overly expensive compared to eating out twice at a restaurant, which could run you 40 bucks. Um, there are options that people can use. Uh, and we thought that would be better as opposed to we would have to raise like activity fees quite high to make up for wasn't meals like 20ome,000 or something. >> Yeah. >> I don't remember the exact number, but it was it was a significant number um that that um you know we'd have to raise quite a bit in activity costs like a lot to even come close to that number. So, yep. >>

107You felt like this was the best option at the time. >> Do we have any more discussion about the high school activities handbook? All right. I will entertain a motion. I'd like to move that we table the approval of this handbook until Hendry brings back a little more information for you and his other handbook. >> I'm gonna give it to Noel. All right. Motion to table by Donnie, second by Noel. All in favor say I. >> I. All oppose say nay. >> Thank you. Number four, transportation handbook. All right. Right off the bat, I guess my only comment on this one is just formatting to match the font of just so it's one uh kind of brand image for as the rest of the district. I didn't have any major comments on transportation. Does any

108board have any comments dated or do you have any comments? >> Keep pretty much the same. Just a few updated just to spruce it up just a tad. >> Okay. Audience, any comments on the transportation? >> We do have our cell phones policies in both places on there. So, you'll see where they don't allow cell phones on there. >> Yeah, I didn't >> go back down wherever he's at. He went too fast. would be nice the same as last year. >> It would be good if they had page numbers on these too. >> True. >> She when she formats it, they would format the page. >> If you would add page numbers, we'd be good. >> The images are Yeah. helpful. That's Yeah, >> just what it says where it starts in there where it

109says the students responsibilities. Number one is the cell phone policy that we used for under bus rules. They just had all the cell phone policy on there as well. It's the same as they have for the middle school last year and for this one, right? Not allowed on bus. Yep. I think that's fine. >> They're not allowed out. Yeah. They can put them in their backpacks, but they're not allowed out. So, >> we don't have lockers on the bus. So, >> no. We always recommend that if you know they have plenty of time. Parents are pretty good about working with us about the cell phones. That was hard the last two years, but this last year was much easier. >> Okay, good. >> You know, just like you said, cuz same thing they're used to

110it now. All right. Any other discussion? I will hear any motion. I'll move to approve the transportation handbook. >> I'll second it. >> All right. Motion by Donnie, second by Vanessa for the transportation handbook. All in favor say I. >> I. All oppose say nay. Number five is the bus driver handbook. This one seems more in formatting. Maybe just update the it has page numbers. So, just kind of make sure that all matches. I didn't have any particular comments on this one either or did you have any comments? We won't have any this year. We're just finishing them up for the state. Um we just finished those up in OPI the last week of May. So once those go through the board of education, we'll bring this back. You know, we we'll have some changes

111next year, but they haven't been approved yet by the board of ed. So once that occurs, then you'll see a big change, but not an issue. >> Any other audience discussion? >> All right. Do we have a motion? I need a motion to approve bus transportation or driver handbook. Okay, Vanessa moves to approve the driver handbook. Any second? >> Noel will second. All right, we'll move to vote. All in favor of the bus driver handbook say I. >> I. All oppose say nay. Motion carries. Now we're going into to handbooks that we saw last week. Starting with K5. My page numbers don't actually match the pages. So, I'll take care of that. I just realized that today. >> Well, they usually don't because when you start >> Oh, that makes sense. start moving. So, we

112wait. We do that just last and the board doesn't need to approve that. >> Okay. >> Perfect. >> Did was there any significant changes from last >> uh the only thing Bethany and I added really uh had to do with party gifts. Party gifts. Uh let me find it. Uh we did change the dress code a little bit on page 19. Did >> you talk about that a little bit then? >> Yeah. So we just we just wanted to there was you know less than 5 in inseam. We decided neither one of us were ever going to actually get a ruler out and actually do anything with it. So um we just you know it considered inappropriate. No spaghetti straps, all the things. Mostly we just want their backside to be covered and avoid the

113exposure of the midsection. We just simplified it so that it, you know, and then it really does fall on us, reserve the right to determine the dress code. So, and we've got clothes they can change into by the office or they can call their parents. You know, a lot of kids our students age just get up and put clothes on. Sure. >> So, like my fifth graders start to get a little I'm not wearing that and we'll let them call the parents to bring them a shirt they like. But >> most of the time we just give them a cover or whatever. >> So, I I guess I never look if I'm wrong here or this is inappropriate, let me know. But do we have an issue with shorts that don't cover girls and boys

114bottoms in the elementary school and in >> the Yeah. So I've had a couple like once you hit fifth grade they start to turn into sixth graders I think. >> So yeah. And then like the spaghetti straps has been an issue. I've had a couple of belly shirts too and those could be any the spaghetti straps especially. I think they just get up and put on clothes. So >> from last year's clothes. >> Yeah. From last summer, right? And so they just they do they just and they don't know that it's a big deal, but then pretty soon it's falling down and we got body parts showing. So it's got to be, you know, either a cover up or we just grab him a t-shirt. We've got lots of t-shirts. So >> that makes sense.

115You said you had birthday holiday gift delivery. So at the elementary and my school, it is phenomenal how many gifts come through the door and it takes two aids and my secretary and all morning to deliver all the things and not all the kids get them and it's just a huge interruption to our day, right? And we love holidays. We do. And we have a party at the end of the day. So, just to maintain the learning environment during the day, more equitable. And these kids walk out sometimes with a stuffed bear and 42 balloons and they get on the bus. I mean, it's it's excessive. And every year it gets a little bit more. So, the board's good with it. We still want them to be able to have obviously classroom treats. That's all

116the kids get that. Um we decided that on their birthday that would be the one exception, but like Halloween, Valentine's Day, holy moly y'all, there are so many flowers and balloons and all the things. And these kids are expected to take broken I mean bases home. I mean it's >> they don't need to be in the classroom. They don't have a place at school. Now, one of the things that's a problem, and maybe you haven't said this, but in my experience, especially in middle school, is is you got this uh huge flower and teddy bear from your boyfriend. You didn't. And you spend the whole day crying. >> It It's >> so This is something we just don't want to deal with as a school. And I totally support this. >> Yeah. I think and

117and I don't know what they are doing above. We just I mean we literally spend so much time and man hours delivering this stuff and it's then it's it is it's a distraction all day and parties are fun. We don't want to get rid of the parties. We don't want to get rid of the fun. We just want to be able to learn until that last hour. I mean I yeah I think it's reasonable. >> I would support that if you're good. >> I think those were the only two big things. Otherwise, I think everything else was pretty minor. >> Board, do you have any discussion about the K5 handbook? Audience, any discussion? All right, I will entertain a motion. Motion to approve the K through five student handbook. I will second that motion. So

118we have a motion by Noel, a second by myself. All in favor say I. >> I. >> All oppose say nay. Number seven, Laurel Elementary MBI. >> Beth is not here, but I we went through both of our things together. >> Okay. This also returns. Do you have any significant changes from the last? >> I don't from the last time. No. >> On either one of ours. >> Or do you have any discussion about the elementary MBI MBI handbook? >> Audience, do you have any discussion? Do we have a motion? >> I have a motion to approve it. Vanessa has a motion to approve elementary. >> I'll seconded. >> And Noel's second. All right. Motion to approve the Laurel Elementary MBI by Vanessa, second by Noel. All in favor say I. >> I. All oppose

119say nay. Motion carries. Number eight, the Laurel Intermediate MVI. >> And there's I don't even know if they changed anything at all in there. >> Okay. >> No, it's the same. >> All right. Do we have any discussion by the board or discussion by the audience? Do we have a motion? I motion to approve the law intermediate MBI. All right, we have a motion to approve by Vanessa. And Noel will second. All in favor say I. I. All oppose say nay. Motion carries. Very last one. The Laurel Middle School student handbook. >> You guys save the best for last. >> We'll start with discussion. Do you have anything to say? We we discussed a little bit of this last meeting. >> Yeah. The really I think the only thing that so from the last time

120that was discussed was uh we're working on our advanced placement and I accidentally put everything in there. Uh so I we just shortened that up. Um we do believe it's important for the um parents and students to understand what the what the advanced placement looks like and um so we dropped it to four uh um >> what page is that first? >> That's what I'm looking for. >> Okay. >> Uh where is it? Uh, we put it to four bold instead of pages worth >> page 26. >> Yeah, I'm all the way miss >> 27. >> Yeah. >> Oh, here it is. Oh my goodness. The top of page whatever that page is 27. Right there. Right there in the green. Yeah. Okay. >> So, we kept the first um paragraph that says advanced math

121placement is intended for students to demonstrate strong mathematical readiness, consistent academic engagement, ability to succeed, accelerate instructional environment. uh placement decisions will be based upon a body of evidence from multiple measures to ensure students are appropriately challenged and supported. So national we're looking at national percentile requirements and historical trends from universal screeners. Uh the universal screeners for us right now is fast bridge but it can change from uh other things. quantile measurement requirements that's from the mass uh teacher recommendation based upon classroom engagement performance and academic habits and advanced placement readiness test uh requirement and we worked with the math department Charlotte was in the meeting with us as well and obviously Mr. Curtis and myself and uh we felt this was a better representation and much much easier to figure out for parents who

122wanted to know other than the two or three pages or two to four pages that we had in there before. Just kind of spells it out more detail for us. We'll have a more detailed plan for us behind the scenes to follow and we will be working with Charlotte and the math department to solidify that this coming year. >> But this will let parents know what we will be looking at. >> Yep. >> Um also wanted to say so there's this any questions about this? >> I don't have any questions about this. And so I also just wanted to say that the high school and the middle school, we did work uh together on on the behavior uh stuff. So making sure that uh we're pretty close closely resemble on on everything. Um and so

123you should see that with the high school and the middle school. Yeah, the formatting looks different, but if you read the terminology, and I don't know if they've changed anymore since we met, but if you'll read their terminology, they'll be like up to 10 days, and we have ours broken down into 1 to 3, 3 to 5, and so ours too will be up to 10 days, but it's just how we break it down versus how they break it down, but they're exactly the same. Um, the other thing is I took the staff, that was an old >> cell, and I don't know who created that. And if you're in the room or if you're online, I am sorry, but I had to delete it and I recreated um the staffing deal in the three

124columns. So that was >> I added and then I did talk with Devon. He mentioned about um smart wearables and so I added that in the technology part as well cuz I thought that was a great idea to cover the smart wearables cuz we do have we had this year um glasses >> um that were being used and we had to talk about that. So >> guys, look at page 35 for me. >> I just Devon and I just made a comment about that highlighted paragraph. Is all that accurate? >> That is accurate. I changed the 7:30 on the other time. That was just a an Oops. >> So is it open from 7:30? >> It is. We have homework rooms and that's part of our ICU and homework room support. >> It also helps

125some students. We have a couple of students that need that decompression in the morning. They go in there, they lay down on the couch, uh, getting ready for the day. >> Quiet start. >> Yeah. A quiet start. So, and Mrs. Nommen, our librarian, um, her hours are 7:30 to 3:30 because if you look in the CBA, it says it can be any time between these. Do you get quite a few students when it's >> We actually do get a handful of students that want to start their day quiet. It might be too depending on the year. Like if you have are in sports and you need some extra help or possibly to study for a test or anything and you have the ball game the night before, some kids will might use it that. So

126it's kind of depends seasonally as well as if a student needs just a quiet start to the day, it provides them that opportunity just to chill. So, >> well, I think that answers most of my questions. Board, do you have any questions? >> Talk about changing something with the school drop off in there with like the bus. >> So, we're meeting on that uh meeting as an admin team to discuss that. Once we >> figure all that out, we'd be putting that in there. Yes. for the transportation because we can't put it in there because we don't we don't have all the logistics yet as an admin team. So, we didn't touch that section. >> There will be reference to the drop off the the work being done at the middle school for that to

127be a combo uh intermediate middle school drop off. And that would give more room like that like the you know pull through. I call it the horseshoe with the pullth through uh at the front of the middle school and the front of the intermediate would then go to the parents in addition to the other drop off areas at the intermediate. Um so it would it would more than double our parent drop off areas at those two schools. So we're going to look at it and try it. The biggest thing I'm worried about is the intermediate uh the kids would come out. We're building some sidewalks that would they'll walk across the crosswalk and all that over to intermediate. It's obviously it's not very far, just across the street, but um uh we obviously want to

128make sure we do that as safely as possible. So, we'll experiment and if we don't like it, it'll it'll probably just stay then the middle school drop off, but we are going to it's designed for LIS and for the middle school. >> So, once we meet, I can reflect like actual procedures in there. Um, I just can't put it in there yet. Kind of similar to the meal costs. We can't put it in there yet. And that'll be updated after. And I didn't have the board members last time because they weren't sworn in yet. So, I haven't So, I couldn't update that either. >> Now, they're in there. Any other board discussion? Audience discussion? All right. Any one willing to make a motion on this last handbook? I'll move to approve the Laurel Middle School

129student handbook. >> I'll second her. >> We have a motion by Donnie, second by Vanessa. All in favor say I. I. >> I. >> All oppose say nay. >> Those changes will also be made. The updates to the >> Thank you. >> Yeah. All right, good job guys. Out of handbooks. Let's see. We now have our first reading of policy 6410. Mr. Tor just gave us an update. >> Yeah, this policy came out of the uh the the uh leadership and learning review normal review. It just was a little um we just want to make it a little more specific uh as far as the evaluation of the administrative staff. So they those two little phrases were added. It says who will be doing the annual uh evaluations and and they'll be done by the

130end of the contract year supposed to within a reasonable time. >> Do we have a motion? >> I'll move to approve first reading of policy 6410 evaluation of administrative staff. We have a motion by Donnie, second by Noel for policy 6410. All in favor say I. >> I. All post say it. Action item I out of district students. Do we have a motion? >> These are the normal yearly approvals. As we hit spring here, uh we'll be we've already approved some out of district two students coming here. We'll have more for the next maybe it's the July meeting. We'll have our final batch uh that that come here. So, these are just the ones we're approving to go. They go to other schools. you approve them so we can do our little exchange of money

131in the spring or the summer. Um, so these are for next year. >> Motion to approve out of district students. >> Second by Okay, we have a motion by Noel for action item I second by Vanessa. All in favor say I. >> I. All oppose say nay. Motion carries. Action item J. Crystal, do you mind just giving us a little update on what this new account is? >> Yeah. So, um, for switching insuranceances in September and so the, um, >> is this the P? Oh, never mind. Sorry, I'm reading the wrong one. Um, for the new flex and HSA payments that the district has to pay. So, um, they want us to have a separate account versus having the county mix in with the county funds. So, it's just a little stash on the side

132that we'll pay that bill out of. And I I think for clarity, it is nice to have the separate account. And so, thank you for that motion to approve a recommendation to open a new account for the flex and HSA spending. >> Motion by Noel. We have a second. I will second. Do we have any discussion by the board? Any audience discussion? All right. I >> can I do have a question? >> Yeah, Donnie. >> I don't know. This just seems a little unusual to unorthodox to me. Has is you is OPI okay with us doing this? moving it outside of district funds for >> I guess I didn't think to go to OPI on it. >> I mean this is just something that bridged is asking us to do, right? >> We could check

133on that. >> I just have a little concern with it. >> This isn't the district's money. >> It's your employees money that they're putting into both accounts. I know we have lots of liabilities that are not the district's money that run through district accounts. >> We could certainly check on that. Um even if it is approved tonight, we'll still check on it and make sure it's all, you know, appropriate. We were just following the bridged uh request, but that that's a you you make a good point. >> We could potentially amend the motion to approve with confirmation from OPI. >> With confirmation from OPI, I would second that if that is your amendment to approve the flex HSA employee spending accounts with confirmation from OPI. >> And I'd second that amendment. Do we have any

134one last call for discussion by the board by members of the audience? All right. All in favor of action item J say I. >> I. >> All oppose say nay. >> Uh I'll have Crystal contact OPI and then uh she can forward on that information to you guys. Last action item number K. Crystal, can you just explain what this process is as well? It's just um destroying paper records. >> Yes. Um so, sorry. You're good. >> There is this wonderful manual that has so much information. Um, and so I had to go through, we tabled it last time because I did not have all the schedule numbers, item numbers, and page numbers, um, verified for the retention. Um, so we went through there and lined everything up to make sure we were good to destroy

135all these things. Um, and I mean, some things we found didn't even relate to, you know, what we needed. So, um it's just the list from the different schools and transportation um of all the items that we need to be on here to be destroyed within their scheduled time. And then we are waiting until I typically we've destroyed things in June. Um but we're going to wait till July now so it's within the the correct schedule of the fiscal year. Okay. So, I will entertain a motion. We can do individually or as a group. I'll make a motion to approve the records destruction uh documents as presented for business office, LHS, LMS, and transportation. Motion by Donnie. I'll second it. Second by Vanessa. Do we have any board discussion? Any audience discussion? Okay. Um, all

136in favor to approve the action item K say I. >> I. All oppose say nay. Motion carries. All right. Informational items. I will just move through these if you guys want me to stop or if anybody has any comments. Feel free to stop me. A department reports, activities, curriculum, facilities, food services, transportation, student services, financial reports, cash report, revenue report, expenditure report. Then we have principles report, elementary, intermediate, middle, and high. Um, committee meetings, leadership and learning from May 7th, capital planning from May 14th, and leadership and learning from May 21st. >> We do feel like we had one more on there was a May 4th one for district operations, but we'll make sure that gets put on the uh following meeting. Uh, that one was held May 4th and it's not on here for

137whatever reason. >> Yeah. superintendent report including resignation report and transfers. I just want to say thanks for finishing up the school year. Good job to all the students in every school. Good job to all the activities. We did a good We finished strong. Last but not least, discussion items, committee assignments. I think everybody has Have you two expressed your interest in what committees? I'm not sure if Chris has >> uh it was on here. Chris had to put it on here just to make sure that uh our new board members if you have an interest level I I believe Ray Lane uh talked about being interested in leadership and learning, >> right? Then there's district operations which was like going through handbooks and you know just how the district operates and uh I think Julie

138Cruz sent you guys kind of a a little synopsis about all the things that go in that meeting. And then there's capital planning which is the building projects and repairs and things like that. So um he'll he can make those appointments at the next meeting I suppose. I'll leave that on for the next time. >> Did you have any questions? Anything? Anybody? All right. Board training dates. >> That one we could leave on as well, but uh Mr. Morash wanted that on there. We wanted some sort of new board training in August. So, start looking at calendars. Uh we we often times have we've made it associated with this meeting where we've come in at you like say 4:00 and do a 2-hour training before. We've done it on other nights where we've done it

139at 6:00 and and done a 2-hour training uh on other nights. We I'd like to do that in August and we have our school lawyer come in and you guys can ask any questions as new board members. They talk about what's appropriate, whether it's communication, whether it's whatever and they allow for for just any questions that people have. we can throw throw scenarios at them and they can walk us through what if a parent calls me at night and they tell me they don't want to they don't they they want to be anonymous and how do I handle that? So those are just questions you can you can ask the lawyer uh and they can go they go through some some new board training and it's good for all of us to update it that's

140for sure just to get an update. So, just start thinking a little bit of I can the next meeting we could sit down with a calendar and I could uh rattle off five or six dates to our lawyer, get five or six dates and then and then rattle them off to you guys. If you guys are fine, I'll go ahead and start that process. >> So, I'll go and start talking to the lawyer so I can have dates ready for the next meeting probably. >> Okay. >> Yep. Even for returning board members, those trainings are super helpful. >> All right. Next is school tours for new board members or any board members, I would say. >> So, this is really about uh our facilities director and myself invite the new board members if they'd like

141to take any school tours. Uh it's not always nice with the new schools, you know, because there's not things falling apart, per se, but it's it's good uh as we would take new board members through uh any of our facilities just so you can get an idea of what is falling apart, what when we start talking about things, what does that actually mean? So you can actually lay eyes on the high school issues, lay eye on the high school shock area, when we talk about the CTE problems, lay eyes on that. So, so when a community member comes up and says, you know, what's with this idea? What what am I hearing? You you have some knowledge at least. Um, and you guys could go around. We could tour you at any building you'd like.

142The summer works really well just because they're empty. Uh, but we would love to invite you to come around and take any tours. You can do it individually. Uh, you can do it as a group. It's not a big deal. Between Lane and I, we'll get you tours around all the buildings. So, I'm just inviting you this summer to do that. Just give me a call and or text and hey, what day's work? I'm off next week. Can I come in and do that? Wayne and I'll set something up for you. And that includes any current board members. I don't want to, >> you know, push you guys out, but you guys can you guys can come and do those tours, too, if you wish. >> All right. And then the dates for the district

143strategic plan review, >> right? >> And that was supposed to take place in April and just was not not enough people could be there. So we held it off till the new board members got there. So it's really uh looking at our district strategic plan and then uh it's really it's what drives a lot of our goal setting in the school level and drives a lot of our uh why we do what we do with the schools is because what comes out of that district strategic plan with this group. So uh it's not that we need to change a lot of things though we can. Uh it's just good to go over it and to to look at things that we've been working on and uh we involve the administration and we just talk about

144what are some things that we may need to change. What do we need to update? Uh and maybe we've accomplished something we can take off there. Uh you know like uh sometimes there's some capital planning things on the strategic plan. Well, we've accomplished a few of those things. So we can look at that. Uh we'll be setting dates. That'll be a special meeting probably. We'll be setting those dates. I'd like to do that in August as well. Uh we'll see uh uh how that works. So I'll be coming back with some dates for that as well. >> So before school starts. >> Yeah, that that's the plan. Not that it needs to be, but uh if there is any major changes, it's nice for us to start the year with those changes in mind. But

145again, if it happened early in September, it's not the end of the world. But uh I'll come back with some dates at the next meeting, prospective dates for strategic planning. Uh and I'll have to include the uh admin in that as well. So, uh, we'd like we we planned on doing it like a either a day starting at 8:00 or an afternoon starting at like 1:00 and including the admin going until we're done. We don't know whether I don't know whether this is a 2 or 3 hour thing or a 4h hour thing. I I don't know. So, uh, we definitely want to um, you know, we don't want to start it at 6 or 7:00 at night and go till 11:00. We do want to start it either in the morning or the afternoon

146and uh kind of a 1 to 4 1 to 5 type thing. But if you know well enough in advance, hopefully everyone can make it. >> So we'll come up with some some dates on that as well. We have a lot to dodge in August with admin and and P days and activities and all that. So we'll try to dodge that and we'll try to come up with some days. So it may be September, but either way we'll get her done. Okay. Any future discussion items that we would like to put on the agenda? All right, that's it. I will adjourn the meetings 809. Thanks, guys.