001to speak to the board tonight. Okay. Then we'll move on to routine matters. Um requesting approval of the minutes for the executive and regular sessions held on August 11th and the public budget hearing session held on August 25th. >> Make a motion to approve the minutes for the executive and regular sessions of August 11th and public budget hearing on August 25th. >> I'll second. >> Thank you, Mrs. Lewis. Thank you, Mrs. Fedler. I have a motion and a second to approve the minutes for both the meetings on August 11th and August 25th. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. >> I was not here for the 25th meeting. >> Right. Right. So, it's five and two abstensions, right? >> Yes. >> So, motion carried 502.
002Uh, next approval of the claims and financial reports. Mr. Uh this evening I'm requesting the board to approve claims since our last meeting plus three payrolls uh for the month of August in the amount of 1,953,170.94. >> Make a motion to approve the claims and financial reports. >> I'll second. >> Thank you, Mr. Wrightmire. Thank you, Mrs. Carol. I have a motion and a second to approve the claims and financial reports as presented. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh next, uh we have the first reading of our board policies, volume 37, number two. Uh I would entertain any discussion or questions that the board might have. >> Katrina and I were pretty good proof readers. We found some commas missing
003and a misspelled word. actually in one word. It should have been it was in two words and it should have been one word. Other than that, it was pretty simple. All right. Now to our favorite part of the month is our communications. First, our students of the month. Mrs. Elkins is going to start us off. Oh, we got a softball player here. I can tell sheale green. That's what she's student of the month. Jenna is our student of the month today, Londale Elementary School. And Jenna is in Mrs. Markham's class. But you really haven't got to meet Mrs. Markham too much, have you? Because Mrs. Lad is currently subbing for Mrs. Markham, who's out on maternity leave. And the teacher says, "Jim is a wonderful student. She's always volunteering to help in the classroom." Mr.
004Sandy, who's had you for PE and music for how many years? Since you've been in school? >> Yeah, since you school. Mr. Sing had Mr. Sing you had nothing but kind words to say about you. She says she's always willing to share a smile which she's already shared with us many times tonight and whatever we're doing in your music she's always focused and on task and that's what it takes to be definitely a student of the month. When we asked Jenna why are you successful at school? She smiled and said why are you successful in school? [Music] >> Yeah. and you always do what you need to do. Yeah. >> So, there you go. She also said that she likes to practice what we're learning in class so that she can get better and better.
005She enjoys playing with her sisters and her favorite game, and I love this. Her favorite game is tag. How many in the room love to play tag? Nothing better than playing tag, right? And that's her favorite game to play. And in case you didn't notice, you love softball, don't you? >> Yeah. and she would love to play softball for Cloverdale High School, which is definitely a goal to achieve and attain. And I know you'll be there someday. We'll maybe watch you win the softball sectional. How would that be? That was I agree with you. And then she said something to me as an educator for over 37 years. When she grows up, you know what she wants to be? A teacher. And I said, I hire you at Cloverdale Elementary today. But she is a
006great student and we're so thankful that your parents and your sisters are here to share this with you. And let me tell you, it's something special. Out of over students at Cloverdale Elementary, you were picked to be the September student of the month. So I introduced to you Jenna. Great job. >> And I don't know if you heard why you're applying what she said. Parents, you're doing a good job. Thank you very much. Great student. We're glad to have you here. >> Hello. We are pleased to announce Remington Newman as our September student of the month for Cloverdale Middle School. Remington was selected by the administration at CMS. So me and Mr. We see Remington being very respectful in our hallways. She's always helpful to others. Um, we do lunch duty and she's up with
007her table at with her friends doing what she's supposed to and always looks like she's having a good time. Uh, she has good friendships and that just makes us really happy to see a student who's enjoying their time at school. I asked Remy what she does to be successful at school and she says, "You just got to pay attention and know what's expected of you." And I said, "That's right." a favorite and her favorite school subject is language. Remington likes to draw. She's a very good artist and she also likes to watch TV and her favorite show is Netflix Kop Demon Hunters. If you don't know, this is very important. If you're a middle school, you got to know what that is. Very important. And in the future, Remington would like to be a doctor.
008Um, she's in sixth grade and her sixth grade teachers have really good things to say. Mrs. Brady said that she's so glad to have the privilege of having you in class. Um you consistently work hard and you stay focused. And Mrs. Smith said um that she's really enjoyed having you for the time that she's had you. She said not very long, but so far so good. You're very sweet and work hard and everyone's very proud of you for being chosen as congratulations. Mr. Stokes, >> this is Jade May High School. Who do you have here with you this evening? >> My grandma. >> Grandma's been a big great lady. >> I'll tell you why in a second. Jane's a senior and uh she is she enjoys art and Jag in Area 30 this year, right?
009and uh she likes drawing, cooking. She's been a kid with a mother student in last couple years and she would love to someday own her own at home daycare and um part of that is she spent some time at her 8:30 in the early childhood program and her teacher Mrs. Hicks said Jane is always so polite when she walks into class and always has a smile on her face. She's truly dedicated to her work in early childhood classes every Thursday and I know she has a goal to work with children one day. She participates in everything we do and adds thoughtful input to the classroom discussions. I've enjoyed getting to know her the last two and a half weeks. Congratulations, Jaden. Mrs. Spanner commented, "Jane is an excellent standing class. She's always prepared. She completes
010her work properly. She she looks kind to all the students and masses. She's beautiful inside and out. I wish her well in every adventure. Mrs. Lauren said, "Jane has been in my success class since her freshman year. I've had the opportunity to watch her grow over the past few years. She has become a great student leader of my success classroom. She has improved greatly over the years academically. She is kind and a generous person. Mrs. Dicks seemed like everybody is very fun to sit in my classes. I enjoyed her crying. his voice friendly smile as passed on the hall said Miss Spray lastly who was new last year said that I'm thrilled Jade was chosen September student of the month because I think she often overlooked due to her quietness and biology last year Jane
011showed attention to detail and caring of work often expressing a nuance understanding other students miss she demonstrates leadership through example by helping others um I'm the chair person this month and I did not nominate Ken but it's just so happened she showed up on the on my desk and it made me feel kind of good because Don and I had a conversation this year about what we want Jaden to do. Jaden had others but she listened to us her grandmother and myself and I think this year is going to be a great year and she has flourished so much there this year and so we're excited for September to have her as a high school student. Excellent. >> Am I still your favorite principal? >> She wants some smart woman. >> You ready? Roger. >>
012Hinsley up. Good evening everyone. You'll forgive me. My voice is kind of going in and out. I've been yelling. I mean talking with parents all week. So if you'll forgive me a little bit, but uh it's not about me tonight. It's about these two lovely ladies. And I am so excited to be able to introduce to you Miss Ella and Miss Kinsley, who are our SRO citizens of the month. I'd like to tell you about Ella first. Okay, Miss Ella here, uh, I've been told by CBS staff, is a, uh, fourth grade student who's very kind to others, very respectful to the teachers, uh, and then demonstrates a excellent work ethic. Every day, Ella comes to school with a positive attitude and a smile that's contagious. I can see that. I can see that. Uh,
013she exemplifies the definition of a good citizen, and we are very proud of Ella at CES. Um, Miss Kinsley, Miss Kinsley is a true leader in the fifth grade at Cloverdale Middle School. She is always polite and respectful to not only her teachers, but her fellow peers. Kinsley goes above and beyond to do the right thing at the right time, often encouraging others to make the right choices as well. She is always happy to be at school and can turn anyone's frown upside down. Kenzie also participates in many extracurricular activities and excels at those, too. I can tell you from personal experience with these two young ladies is they're very sharp. Uh I do riddles with the kids at lunchtime and Kinsley is always on the ball. He gets my riddles every time and it's
014tasty though because struggles with these riddles. I'm put in two minutes and these kids they get it within seconds and it's amazing. So I'm very happy to be able to present Miss Ella and Miss Kinsley as SRO students of the month. I filled it up too much. There you go. >> You take care, guys. We want to congratulate all five of you young ladies. What a great night for young women here at Cloverdale. Uh as all of you who are parents, grandparents, aunts, uncles, cousins by the dozens, uh thank you for bringing these young ladies to us. And to each of you, we certainly hope that you continue in the same path that you're on right now and that you come back to us. Well, except for the senior, you can't come back to us.
015However, the other four of you, we hope to see you later when you move up another school. How's that? That work? All right. At this time, we're going to dismiss the students and anybody that came with them for pictures out in the lobby area. If you want to return to the meeting, you're more than welcome to do so. But if you have other things on your agenda for Tuesday evening, you're welcome to go and do those things. But thank you for coming and supporting these fine young ladies. They will. They think they I think they know that, don't they? They have the same [Laughter] >> situation normal. They don't get to get that recognition they deserve. You know what I mean? I didn't get you before you sat down. I'm going to close that just
016to cut off the noise. Mrs. Wter, anytime you're ready, we're ready. >> All right. As soon as it comes up, >> while she's getting ready, I'll just say, is this similar to the presentation from the first day? >> It's similar. Uh, a lot of really good information. And I know Vivian was there to hear that. Uh we don't hear a lot about neuroscience, but we're very fortunate to be able to have uh someone on staff that's receiving inservice and training and has some knowledge in that because I think it's uh clearly the forefront of what we need to be doing with students to help kids especially in special needs. Kina is doing a great job with that. >> Not only do I concur, I would just want to say it. Um, I would fully back
017quite a lot of inservice for our entire staff and that and that goes from bus drivers, cafeteria workers, IAS, teachers, counselors, administrators, the whole shebang. >> Well, first and foremost, I want to say thank you for allowing me this opportunity. So, today we're going to talk about educational neuroscience. And I have a question. Have you ever been dysregulated? Right? Have you ever had a moment where you lost your temper? You lost your cool. You were a little bit out of yourself, let's say. What caused that? Was it an argument, a mishap, a misunderstanding? Were you just stressed out and something happened? How did that make you feel? Were you angry, frustrated, sad? And how did you act? Right? Did you run away? Did you cry, yell, shut down, leave? I like to take myself out
018of a situation, typically afterwards, but I like to look at it from a perspective of how did I handle that situation? Did I handle it in a positive way? Did I handle in a negative way? Did I make things better? So, today we're going to talk about nervous system responses. And if you have a healthy nervous system, then your body during times of stress can handle those stress. It can handle what is coming at you. You know, you have the ability to um to regulate to handle things. If you have a traumatized nervous system or nervous system that is always in fight or flight, you don't have that ability. Your position is always on, always on. So, if you think about a car, if I go out, it doesn't matter how new or how great
019my car is. If I go out now and my car is in neutral and I press the gas pedal all the way to the floor, I'm going to blow my engine eventually. And we are seeing so many students who are blowing their engine, right? And I want you to look at this um this slide at the top. You see green? This is our social engagement. This is where people with a normal nervous system, we we reside there. We live there. We feel joy. We feel love. We're grounded. You know, something happens, we can handle it. Most of our kids are coming to us in that rent. They're coming in a fight or flight. And what that means is if you look Something back. Okay. They either We have to figure this out. Our nervous system
020has four responses. You're grounded, right? We're talking, we're learning, we're growing. You have fight, which is pretty, you know, pretty self-explanatory. You are you're aroused. You want to engage with somebody, argue with somebody, you have flight, avoidance of walking away, you know, the kids who are hiding under their desk or we have complete total meltdown, right? The kids who you can't get through, you don't understand. This is largely due to the adverse child um childhood experiences that a lot of kids are coming to us with. So I've listed 10 of the top aces which are things that will happen to these kids before 18. Abuse of any kind. Physical, sexual, verbal or psychological neglect, physical neglect, emotional neglect. Now when we think of neglect, you know, if we we have a good home, if we
021were raised by good parents, you know, we think of neglect as just, you know, leaving your kid. But this can talk about the neglect line where the parents are depending on their older kids to take care of their young kids or where parents are using their kids as their best friend. you know, telling them things that are not age appropriate, things that they shouldn't know, using them as, well, dad did this, so you shouldn't like dad. These are all neglect. These are all things that are hindering our students. The household dysfunction, there's mental illness and everything that comes along with living with someone with mental illness. um addiction, drug abuse, alcohol abuse, uh domestic violence or being separated from a parent. A lot of our kids, you know, mom and dad were together and that
022is causing that their own dynamic of things that they have to deal with on a daily basis or a lot of families have incarcerated parents. A lot of our children, especially the younger ones coming to us now. So why does this matter? Why why should we care? There is a CDC study that says approximately 60% of all students will face these emotional abuses in their lifetime. Now when we think of emotional abuse, we might think of parent to student, right? But they're talking about bullying. They're talking about anything that will make these students feel bad about themselves. Also, a third of all students will experience physical abuse before they're 18. Whether that's student to student, whether that, heaven forbid, is teacher to student or parent to student, at least onethird of all students will experience
023some form of that. ACEs are associated with increased risk risk factors. Now, this does health factors. So, you might think, well, why does that matter, right? We're not doctors. We can't we can't solve that. But I want you to look at these. They cause physical fighting or carrying weapons, smoking, drugs, alcohol use, early sexual experimentation, teenage pregnancy, sexually transmitted disease, mental health conditions or symptoms, and risks of suicide. And the statistic that I found the the hardest to deal with, I think, was that female students are significantly higher. And I know from my new position and talking to a lot of the a lot of the girls, a lot of our girls right now have very low self-esteem and they're struggling and they're struggling with, you know, well, this boy loves me or should should
024I do this or should I say this or is this okay? And the truth is is that our girls are at such a higher risk of being manipulated. Our girls are at a higher risk for these ACEs compared to our male counterparts. According to the American Psychological Association, trauma can lower a students academic performance significantly. It can lead to more school absences and a possibility of dropping out, result in more suspensions and sus expulsions, excuse me, and impact a child's reading ability ability negatively. Now, a 2023 study from uh Texas tells us that in a class of 24, out of all of the schools that they surveyed, almost half of all of the students in a class of 24 would have a traumatic experience. At least four out of that 24 would struggle with a
025mental illness or mental health issues like low self-esteem, suicidal thoughts, diagnosed disorders. And 10% of that class would have three aces or more. And when you have a higher percentage of ACEs, like a parent in jail or bullying, the higher that threshold is, the the harder it is for you to regulate, the harder it is for you to learn. Because regulation isn't just our interpersonal relationships. Regulation is I am sitting at my desk and I'm trying to learn. I'm smart enough to learn. I can do this. But I'm thinking about my dad meeting my mom last night. I'm thinking about all the things that are happening that I can't handle. Right? So that kid sitting in class with all of these aces, they don't have the ability to learn. And it's not because they don't
026want to. It's because they don't have the ability. They've not been taught how to get past what is going on. You know, according to the N National Child Pro Traumatic Stress Network. Stress and ACEs adversely affects attention, memory, and cognition. So when you look at a kid and you say, "Why aren't they learning?" It's because this is adversely affecting them. It reduces their ability to focus, their ability to organize, and their ability to process that information. and they lack problem solving and planning skills and this results in frustration and anxiety and that it's a vicious vicious cycle. And this research is showing us that the nervous system states of the kids and of the adults around those kids have such a huge impact on what happens in that situation. stressors at home and stressors at
027school collide into this, you know, in this magical inferno that's causing these kids to be able to um or causing them not to be able to function in the classroom. Um, so I showed this to I showed this to our You can tell from that clip that this child is he's pretty upset right now. Um, if you read in the in the I guess in the bottom the captions, he lost something on a game and he blew up, right? And we think as we sit here, we think well that's irrational. But if a student is sitting in that red baseline, they they have nowhere to go. They don't know how to handle these things. So where do we as a corporation go? What can we do? We have to understand educational neuroscience. What is it?
028It is taking research from neurology, psychology, cognitive science and education and blending it all together to understand why the brain is working the way it is. How is it working? What can we do? It is taking that relationship and learning how can we help these students effectively learn. It is a new way of thinking. Now, what it is not, it is not a free pass for bad behavior. It is not expensive. It is not a new program. It's a new way of understanding our students. It's not something, you know, you don't I'm not up here saying, "Well, you know what? If you pay me, if you pay me $100,000, I'll teach all the teachers how to do this." Right? This is this is something if we would take the time and we would actually look
029at what is causing the behavior of these students we could make a huge impact not only in their lives but in our district in our community. So what can we do? We have to understand the brain science. We have to understand what is the causation of these behaviors. Now, will this fix every kid? I don't know, right? Maybe, maybe not. But there is no no harm in trying. There's nothing holding us back from trying everything we can to get our students to where we know they can be. We have to create a plan and help the students who are disregulated, right? just throwing them in a room or, you know, me going in and and talking to them while they're under a table isn't enough. We have to teach them the skills that they need
030so that those moments of dysregulation become fewer and fewer and fewer. We have to educate our staff on trauma-informed care and provide the students the tools necessary to understand and modify their reaction. We have to help them build those new neuropathways so that they have positive reactions. So instead of when somebody says something rude to them then wanting to blow up and cause a fight, you know, they can take that 90 seconds that it takes to completely retrain your thought and think, okay, well, if I mean, if I do that, I'm going to have to go see the principle, right? We have to implement this. We have to focus on discipline that is brain aligned. We have to have accountability. You know, we have to set goals for our students and we have to hold
031them accountable to those goals. I created I created this um this for the teachers and I won't go through the whole thing but this is a whole spreadsheet that I gave a whole presentation that I gave to the teachers and it goes into great detail and I've added so much stuff since I gave my presentation and it talks about you know brain development and why you know what are the chemicals that go through our brain that cause us to be disregulated what what is the baseline that causes these kids not to be able to deal with trauma or deal with, you know, those little instances like when a teacher says, "Open your book, right? What is it that we can do to help push these kids over the edge in the right direction instead of
032in the wrong direction?" And then we created a digital calming room for our kids. So, in this room, they have all kinds of different breathing activities that they can do. They have all kinds of um different rooms that they can go in digitally. So, if they're having a bad day, they can go into a calming room for 30 seconds. Also, there's a lot of research on things that you can do just to calm down. Sucking on a mint actually takes your dorsal veagal nerve that is in your in like right behind your eyes and it stimulates it that calms you down. Breathing in through your nose and out through your mouth calms you down. All of these things that are so simple. These are things that our kids need to know. Need to know so
033that they can be regulated. so that they can understand that yes there is a reason you're acting like this but you don't have to stay this way right we can help you so as I end today uh we each have a different perspective and you know we can all see this room completely different we all look at everything through our own lens but we have to find a way to help these kids look at life through the lens of I can be better. I can do better. It doesn't matter what my mom did. It doesn't matter if my dad's in jail. I can be who I have been told I can be. Right? So, we as educators, as the board, as people who love kids, we have to get to a point where we are
034encouraged every single one of these kids, even the kids that you know, you don't, right? We have to encourage them to be who they were created to be. So, as I end, I want to thank you guys and I hope I find something. >> Okay, Tina, you're clearly a great advocate for kids at Clover. We're glad that you're here and here full time. Very good. Anybody have any questions for her? >> I have one. >> Yes. >> I noticed on one of the slides the reference was from a study of the effects of CO 19. How much of that data is from that type of a study? >> Um there's one slide that um that references that data. That's the CDC slide. But the interesting thing if you look if you look through the data
035the kids before CO 19 not that CO is you an excuse but they were so much more regulated. the kids who come after they have this lack of regulation. They have the it's almost like an inability, right? Their parents aren't teaching. They're not all right. We have great parents here. That's not what I'm saying. But there are there are children that are coming to us and coming. I'm um I'm in a class right now and we all, you know, we all are talking about things and it's the same. There's people from um I'm all over the all over the country and they're all seeing the same things. You know, the kids that are coming in, they don't have the basic skills, interpersonal communication skills or you know, the the idea that if you make me
036mad, I can't skills, right? So, a lot of the data does kind of default back to the co 19. Um but personally I don't think it's a necessarily a co 19 thing. I think it's a shift in thinking right because during covid-19 people shift their thinking and parents became even more well my my baby can't or my baby shouldn't or those types of things. schools and colleges were teaching about neuroscience long before COVID 19 hit. >> Yeah. >> I mean, it's it's not a new it's not a new big thing. The only thing that I know recently that's the new big thing is the fact that Butler is now offering a master's degree in neuroscience. >> I know that actually just started. >> Good for you. Good for you. But it it's very interesting if
037you look at if you if you look at the chemicals behind it, you look at the baseline, if you could test the blood of a kid who's dysregulated >> and then a kid who is happy golucky, they're in class, they're learning those chemicals in their blood, they're it's it's like night and day. you know, there's all of those different chemicals rushing in and causing them to be so angry and so upset. And the the most amazing thing out of all of this that I've learned is that we can rewire our brains. >> Yep. >> We're not stuck where we are. So even, you know, even these kids, even if they're seniors, we can teach them how to focus and what to do. So, >> thank you very very much. >> Thank you. >> Appreciate it.
038>> We have uh no old business. So, we will proceed to new business. First, we have a request to approve the adoption of the proposed 2026 budget, capital projects plan, school bus replacement plan, and related resolutions. So, this is the final action uh that the board needs to take this evening in an effort to approve our 20 uh 26 budget and uh related plans and uh all of the related resolutions. Those are all in the yellow folder for you guys to sign this evening. Uh the board approves the budget tonight. Then we will upload that on Gateway and post it appropriately and wait till hopefully uh December and we'll get our approved budget by then. Nothing has changed on the budget since our uh budget presentation, our workshop last month. >> I'd like to move
039for approval of the adoption of the proposed 2026 budget capital projects plan school bus replacement plan related resolutions. >> I'll second. >> Thank you, Mr. Man. Thank you, Mr. Wright. I have a motion and a second to approve the adoption of the budget CPF school bus for Facebook pan and and the related resolutions. And just for the record, since we do have some people here tonight besides the board, we had no one attend the budget hearing two weeks ago. So, um, evidently we must be doing the right things. Anybody else have any questions or discussion on the matter? Hearing none, all in favor of the motion, please raise your right hand. Motion carried unanimously. Uh, next we have a request to approve the renewal of the middle school current coaching staff. And that list is
040outlined in your board packet for the fall, winter, and spring sports for uh this school year, the 202526 school year. >> Motion to approve the CMS renewal of the current coaching staff. >> I'll second. >> Thank you, Mrs. Fiddler. Thank you, Mrs. Halum. I have a motion and a second to approve the renewal of the current middle school coaching staff as presented. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh, next we have a request to approve an additional instructional assistant at the middle school. >> And this is kind of appropriate after the presentation that we just heard, but we do have an an increased number of high students at our middle school. Uh, and Mrs. Milik this evening is requesting permission to
041hire an additional instructional assistant to help accommodate some of those needs in the classroom. Second. >> Thank you, Mrs. Carol. Thank you, Mrs. Lewis. I have a motion and a second to approve the additional IIA at the middle school. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh next, we have a request to grants of donations to the elementary, middle, and high school. very fortunate this evening to request the board to accept uh five different donations between the three buildings. So like almost every month our community steps up to the plate and we it seems like we have donations for something almost every month and u we're very much appreciative for the support that we get from our community in that regard. >>
042I'll make a motion to approve the grants and donations for CEO CMS and CHS. >> Thank you Mrs. Halton. Thank you Mrs. Carol. I have a motion and a second to approve the grants and donations to our three schools. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh next, approval of cash transfer ends. If you notice in your board packet, we have one of the longer list of cash transfers we've had, >> most I've ever seen in quite a while. So, uh, the the good news is, you know, as of to date, our brick and mortar enrollments up almost 75 students from February. Now, we've got to get till October 1 for that to matter. But, uh, that that is good news. We
043haven't had that for our our enrollment's been steady. I mean, we we've not been losing lots of kids, but it is nice. Kind of like Vivian was saying, we're doing something right. Hopefully, we're providing quality opportunities and programs that make our school corporation attractive students really proud of significant growth for >> I'll move to approve the cash transfer ends. I'll second. >> Thank you, Mrs. Lewis. Thank you, Mrs. Fiddler. I have a motion and a second to approve the cash transfer ends. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh, next, approval of professional leave requests. >> We have 13 uh professional leave requests uh that we're requesting the board uh to approve between now and our next meeting. >> Make a motion
044to approve the professional leaves. >> I'll second. >> Thank you, Mr. Righter. Thank you, Mrs. Carol. I have a motion and a second to approve the professional leave request as presented. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Next approval of field trips >> and between now and the next board meeting we have 14 field trips that we're requesting. So school is definitely underway but if you've looked through that they all meet our board policy and everything like that but a lot of good opportunities for our students outside the classroom. >> I'll make a motion to approve field trips. >> Second was that Katrina? Is that you? >> Uh thank you Mrs. Halton. Thank you Mrs. Lewis. I have a motion and a
045second to approve field trips as presented. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Next, facility use request. >> We have 10 uh request to use facilities uh between now and it looks like April 17th. All of the requests uh meet and follow board policies. So, recommend approval on those requests. >> I motion to approve of these requests. >> I'll second. >> Thank you, Mrs. Carol. Thank you, Mrs. Fiddler, I have a motion and a second to approve the facility use request. Any questions or discussion? Hearing none, all in favor of the motion, please raise your right hand. Motion carried unanimously. Uh, next, approval of personnel. >> I request board to approve personnel as outlined in your vote packet this evening. >> Make
046a motion to approve the personnel. >> I'll second. >> Thank you, Mr. Wright. Thank you, Mrs. Halton. I have a motion and a second to approve personnel as presented. Any questions or discussion? Hearing none. All in favor of the motion, please raise your right hand. Motion carried unanimously. Uh next we have board and superintendent comments. And I would just like to thank Sweater for being here this evening and providing us with that valuable information. But more importantly, appreciate what you're doing dayto-day, not only in a classroom, but in your small groups and just uh being so self-motivated and passionate. Uh looks like a calling and it takes the right person uh to to be in in that space and I we're very fortunate to have you there and appreciate the good work you're doing. what
047what I see uh just from the old person's perspective, okay, is that what we're headed for, not just with what you're doing with the neuroscience and what we're doing with leader and me and how we're approaching children, uh someday we're going to get rid of the discipline letters and we're going to treat children as individuals and find in my favorite operetta by Gilbert and Sullivan, let the punishment fit the crime. But first, we're going to figure out what caused the problem to begin with so that we can fix it and it doesn't happen again. And that is the ultimate goal to me of raising children and having productive members of society. With that, I thank you very much. Anybody else have anything for the good of the order? >> Yes, we are. God bless you.
048>> Welcome to the family. >> That's a Get out the tr. >> Oh, as always, thank you all for coming and just being good people to be around. With that, we're going to adjourn our meeting at 7:49. And we are going into executive session for this evening uh for the purposes of discussing planning for a retreat. >> Thank you. >> You too. Thank you.