001It's not like >> call this meeting to order the regular school board meeting for March 9th, 2026. Uh please rise and join me in the pledge 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. >> Okay, we have a lot of recognition, so we'll just jump right into it. Michelle, you want to start us off? >> Sure will. We're going to get started with We might want to open those doors, these things. >> Yes. >> Okay. We're going to start off with Evan Adams, Tech Challenge, first place overall. Come on. Jordan Cunningham, Tech Challenge first place overall team. She saw Tech Challenge first place overall team. Shelby Ping, first place overall
002team. >> Shelby Ping. >> That's me. >> That is you. I'm like that's why it was paperclipipped. >> Charlie English Tech Challenge second place OVERALL TEAM. VA FAGNER, second place overall team. Allison Miranda Castro, second place overall team. Jose Romero, Tech Challenge second place overall team. We got and then we have the two coaches, John Veils and Jeff Shimonowski. Thank you, sir. Now, we're going to take a picture. >> We have to We'll have to like get in a couple rows, guys. Oops. >> To make sure my eyes are open because I'm not good at it. >> You can AI that >> or I could just make sure. >> You could. >> All right, we're good. Wait, let >> I I think uh this is like a about an every year occurrence. We're very proud
003of the um history that we have and um congratulations to you guys and thank you for representing Logan Sport so well on the big stage, right? Anybody want to say anything? That's why they're >> These are the behind the scenes guys. >> Great job, guys. Thank you. Next up, we are going to recognize Mr. Quinton Mloud. He's got a speech prepared he's going to share today for a boy state wrestling finalist. So, Mr. Strong or you want to say something? >> Uh, thank you for the opportunity to recognize such a great young man, great ambassador of Loganport High School. Um, Mrs. Stark, you kind of made a joke about his speech. Quinton doesn't talk a whole lot. He lets his wrestling and his performance do the talking. And what a great year. He he uh
004his only loss in the regular season was in the conference championship match. Uh so he went through with with just one loss all year. Won the sectional, won the regional um and then uh had a great day up at semiate to advance to to uh the state finals. Semi-state was exciting as all get out. He starts off with a sudden victory match um which is it's grueling. That's you're you're wrestling a long time to get the sudden victory and then um made a run down to the state finals representing us and and it's been a minute since we've had one of our gentleman wrestlers down at the state finals and and the good thing is is he's a junior. Uh he dabbles in football, but he he he's got wrestling pretty well perfected. And so
005we're really looking forward to next year with Quinton and we're very proud of you. great student, athlete, amazing young man and and uh thank you for everything you do with me. >> We'll let coach That's good. >> Okay. The the black guy is not from the state finals. He's still wrestling. >> Very commended. We're good. Congratulations and we look forward to >> Yes, you do. >> That's why it's called a picture. >> Want to see if he can have his best move real quick. The answer would be no. >> Probably not. >> Next up, we're going to I'm going to let Kelly Pearson come up and introduce the Applebee's teacher of the month from Columbia Elementary. Awesome. Well, thank you so much. Um, we are super excited to recognize Sarah Solderic. Um, currently Sarah is
006teaching third grade for us, but she is one of our English language learner teachers. Um, we had a teacher due to medical reasons in October, um, the Friday before fall break come in and resign and we needed a plan fast and especially because it's third grade, we needed like someone in there that, um, could take the reinss and get the kids where they needed to be. And we went up that Friday right before leaving for vacation and we were like, "Sarah, this is what happened." And she was like, "How can I help? What can I do?" And she jumped in. Um, never batted an eye. Um, but she's also a mentor teacher to two of our um, new teachers and then also a mentor teacher through IUK for one of our teachers that is going
007through the IUK program. So um she does a lot to inspire our new um teachers in our building altogether and so we are so blessed um her we we do like a nomination process for this award. Um so it's not really something that's chosen by administration and we didn't even need to vote. It was clear by the nominations. So normally we do nominations and then we put it out on what everybody says and she um took the cake on that one. So we didn't even need to do it. So her peers were seeing um how amazing she was for, you know, all the things that she always does, but especially just stepping into this um teaching role and and running with it. So we are so blessed to have her. So congratulations Sarah. >> Come
008on, Amy. Get in. >> Yeah. I thought it was done. >> You better check. >> Good job, guys. >> Okay. Thank you. Uh next up is our first opportunity for public comments. Um you may in this round you can uh comment on agenda items only. So if you're interested in that, please come to the podium and state your name and address. Okay, that opportunity passes. Um next up is the consent agenda. I want to first point out under item A, you'll see it's a new item. It's called conflict of interest. Um, we've been recommended from our auditors to do this just as a due diligence. Every year we fill out our conflict of interest papers, but then February through December happens. And this is just a nice reminder. If you if you get a conflict
009that you believe, um, get with Mr. Rosie or Miss Starky and or me and we'll talk it out. So, this is just your reminder. It'll be on the consent agenda every month. So the consent agenda is conflict of interest minutes the February 9th 2026 executive session minutes the February 9th 2026 regular school board meeting personnel recommendations donation request treasures report for January 2026 and claims. Is there a motion to approve? >> So move. >> Note made a motion. Is there a second? >> Second by Mike. Is there any further discussion or questions? With none, we'll vote. Uh, all those in favor signify by a sign of I. I. >> Um, same sign for opposed. With none, the consent agenda is approved. We have two presentations tonight. First up is our lead nurse, Laura Beetti. We
010have a manual to look at. This is our This is our This will be our first reading coming up of what she's presenting. So, it's a good time to tune in and listen to the changes. >> Um, not many, just one big one. Um, so we talk a lot about safety, we talk a lot about mental health, but we don't talk a lot about health safety. So, I just want to take a minute and just um, let you know our school corporation, we're very blessed. Um, in Indiana, we receive a standing um, a state standing order for emergency medications at the beginning of every year. Um, Dr. Dr. Lindseay Weaver signs it off at the state of Indiana um Indiana Board of Health. And um this year, epinephrine, which is a medication that we use
011for acute allergic reactions, has been um approved in a nasal form. Now, rather than getting an injection, there's a nasal spray for it. So, we've had a very difficult time getting EpiPens replaced. They're on back order continuously. Um they're expensive. Um so, this is a huge um deal for us to be a part of this. Jason, can you go to the next one? So, anaphilaxis in schools, it's not a matter of if, it's when. Um, I myself have given two EpiPens in my 13 years here. I'm sure every nurse could stand up and and tell you that they've had that experience as well. Um, more and more kids are being identified with food allergies. We're blessed. Our dietary department stays very much on top of these things and it's very unusual that these things happen,
012but it is still something that we have to be aware of. So, the EpiPen, you know, people are scared to learn about it. It's it's scary, a big needle. Um the nasal spray is just a nice um a nice segue into this and we can hopefully do some more training and people will be more apt to want to help um provide that. So, the next one um so it's a needle-free intraasal spray. It's been recently approved. Um it's just as effective as EpiPens. Our school health connect has a program where we can sign up and for free um every school can get two doses of a 1 milligram dose and a 2 milligram dose. So four total doses um if they expire or used they'll replace them for free. So it's a huge thing. So
013we applied and we're accepted to that. So we would like to add the nasal epinephrine to our repertoire of emergency medications that we can give. Um, so we've reviewed, we like to update our policy to reflect that. Um, all the nurses and designated staff have been trained accordingly. Um, we will reach out and just remind staff and parents that that's available to us now. Um, and just a reminder that with Indiana's Good Samaritan law that as long as we're acting on good faith that even without a physician's order, we can administer these medications. That's it. There's plenty of resources available if anybody has any questions. >> So, what kind of supply would you keep on hand? How many how many epic pens do you try to keep on hand when you can get them? >>
014And you're going to keep a similar amount of the the nasal. >> Every school, our elementary schools will have the lower dose and the um adult dose and then L junior high and high school and the academy will have the adult doses and up to two doses at each school which at that point you're calling 911 and they'll come with the rest. And how long would it take you to get more in if you if you have a bad day and you've distributed your two doses that day? When when could you be recent? >> I don't know. That would come from school health connect. I would imagine we have like a 48 hour window when we administer that that we have to notify them. I would imagine that turnaround time would be rather quick. >>
015You you sense that they're sort of phasing out the EpiPen and going strictly >> probably not. um because you can dose that at a lower dose easier than you can a nasal spray. So like our um Barry preschool one day, you know, we might have a kid that's on a lower dose. So I don't think Epipens will ever go away. Um the nasal spray is just kind of an adjunct to that. Um um so I I don't think it'll be phased out ever, but they are difficult to get by and they do they um do seem to go on back order a lot. >> But in our schools, this nasal will replace. You will not keep both. >> We'll keep both. We'll have both available. Okay. Yes, we will have both available. >> So things
016like this and naran and defiills and does the size of the school dictate where you have things and how many you have or you just >> every building's got two and that's just what it is. >> No, very much so. Um, for example, Narcan, the high school probably has 30 doses spread around that campus. Um, Fairview has two. You know, hopefully I'm not going to ever need them at Fairview, but at the high school they might need them. So they have the majority of them there. >> What are those things called on the wall? >> The ads the jiggies. >> Yeah, we're working on that as well. Um there's five at the high school currently and on campus. Um the LPD um kind of blessed us with some um I think seven total that we
017can refurbish. So for a pretty um nominal fee, we can get seven out there into um circulation soon. >> I don't know why, but it caught my eye at this at the sectional. I was looking up and I saw one on the top south corner. I guess it'd be southeast corner. >> I'm thinking a good thing. >> There was a player down there. I'm not sure. Anyway, that's a different convers. So, there are there are square footage and where to have >> and actually there's laws we have to follow by that. Um, one of the things they do say for an AED is that you should be able to um get it and bring it to the scene within 90 seconds. So, um that's the that's the goal. Anything else? >> Great. Thanks for staying
018progressive on these things. >> Thank you. >> I don't anticipate any. I mean, you don't have to stay, Laura, if you don't want. I don't anticipate any questions to you. It's first reading, so it's up to you. You can you can stay if you want. >> I'll stay. >> Okay. We took a five vote. Five vote. You're crazy. >> You should have failed. >> Um, next up, Columbia. You're up again. >> Yes. >> Come on up. >> We've already been given the warning that it's nice out and that we should hurry along. >> Are you being bullied by your peers? >> Not repeated. One time it was only once. >> That's a mean moment. >> It was not me. >> That's what I called. >> Plug it in a little more. my slides. >> That
019sounds about right. I heard you did her slightly. It's not me. >> Thank you. >> We prefer snacks. everyone. >> Well, thank you so much for allowing us to come and speak about Colombia. Um, Amy and I are going to tag team this because this is our um kind of our heart right now. Um, creating a sitewide school family at Columbia. So our goals for today is that you will leave with an understanding of what a school family is. Um ways that we have implemented um structures in Colombia with our school family and our hopes for the future in continuing the the goals that we've been working on so far. So um conscious discipline is um something that has become near and dear to our school family. Um and so we want to kind of
020show you our journey. Um it is a little bit vulnerable because it kind of shows where we started and why we started and um where we are now um with that. So, um, why conscious discipline for Colombia? Um, we went through a transition, um, in administration a few years ago where Amy was had joined our team. Um, our behaviors large and small were escalating like crazy. Um, our teachers, our administrators, our counselors, we were worn out. We were tired. We were frustrated. We we needed something different. We needed a change. Um, and we were all tired of coming to school every day, wanting to give our best, and then leaving feeling defeated every day because of just the um the behaviors that were happening and not feeling like we were making any headway in helping
021our kids to um in in that area. >> We're managing behaviors and when we really wanted to be in classrooms, right? because they're here downstairs to learn and not be in our office, right? So conscious discipline um it starts with the adult and so that is something that we um kind of dove into as an admin team um first because it had to start with us if we wanted to be able to spread that to our staff and then eventually to our students. Um so every person wants to be seen heard and valued. Um but it has to start with the relationships we make but inside um each adult first. So a little about our conscious discipline journey. Um in December of 2022 um Tammy McMahon asked Chris Hess and I like hey you girls
022want to go to St. Lewis to a two-day conference for conscious discipline for admin. And so Chris and I are always up for a good time. So we're like, "Yeah, let's go." Um, and that really was a game changer for me. What I learned there um I was able to bring back and um shared with Amy and at first was kind of she was not all >> shut down. I shut her down. >> No, she wasn't all about it. So, um, she ended up then being able to go, uh, to a conference >> with Ashley. Yes. >> A year later. Um, and so then when we she got back from that, we u met with Tammy and our counselor Jessica and we were like, "Okay, what can we do?" Um, because it has to start
023with us. We need some help in doing that. So, we did an ecourse that was just the three of us and we met um every other Friday morning at 7 o'clock in the morning. Um we would do our reading, we would do our ecourse work and then we would come together and we would talk about it. Um and that ecourse was handling the adult the upset adult first. So, um that was we had a lot of really great um conversations and we learned a lot about that and so we were able then to take the skills we learned and then we just practiced them. We practiced them with our staff. We practiced them with our students. We weren't holding PDs at this time. We weren't holding trainings. We weren't talking really even talking much about
024it. We were modeling. We were being the example and showing the things that we were learning. And our staff were seeing that and they were seeing um the reactions and how we were able to um kind of work the way that we were working with ourselves to be able to go in and help um an unregulated child or an unregulated staff member. um the things that we did first with ourselves. Um that also then um we began our coslets counseling corner and so that was kind of our way to start into the classrooms. Um working with the brain states um conscious discipline you learn a lot about like where your feelings are and what state brain state you are in. Um, and so we have worked really hard and I think you could probably go
025up to any kid in Colombia and ask like, "Oh, if you're feeling this, like which area of the brain are you in?" And they would be able to tell you um where they're at. So they um have started that with council uh counselor's corner. And then in June of 2024, we got the opportunity to go to a CD1, which is a week-long um institute. Um and we were able to take Amy and I went and we took two of our teachers with us. um that volunteered. We just took for we asked for volunteers and we had two people that volunteered at that time and um those conferences are you are like immersed for the whole week in in the experience and it it really is life-changing. >> Sure. >> Um when we came back um
026from that in November, Jessica and I got the opportunity to um go to Orlando for anger and rage. Um we went because we had several students that anger and rage is a lot of what they feel. Um they go from zero to 100 u just like that. And so trying to help little minds um cope with that. That was a really powerful um experience for the two of us to take what we learned and and bring it back and try to help the teachers that were closest with those students um on what strategies they can do to help them manage those um big big feelings. Um then June 2025, we were able to take three more teachers to CD1 and Amy and I um were fortunate enough to we you can volunteer um apply to
027be what's called a helper at the conference. Um and you go down and you basically are working like Euro table leader. Um, and so we actually got to go with them um, in that role. And that was huge for us because we got to go and see everything again from a different lens after um, one week of it than going back and getting to see all the information and soak in more because you in a week it's hard it's hard to get it all. Um, so we got to do that and then we were also chosen to present. So we've done this little presentation. We did it. It was an hour and a half and we promise we won't take that long today, but we did an hour and a half presentation um a breakout
028session for administrators and people that were wanting to try to get conscious discipline started in their school and so we shared our journey. Okay. So that was kind of our training journey and then this is our in 24-25 we started doing some things um at Colombia we decided to do a house model. So all of our um classes were divided into four different houses and each house had one classroom of each grade level. So um like they were the Congo, the savannah, um shores and oceans um and Congo. Did I say that one? Yeah. >> Say the one uh >> polar polar ice snow. Um and so but they all like that kind of was like their their family per se. Um and then we introduced buddy classrooms within that. So every class has a
029buddy classroom that they do things with. So fourth grade has a kindergarten class that they come and do things with. Um and so we were able to kind of make connections that way. And those have stayed the same the last couple of years. Those classrooms have stayed the same. Um and so those teachers are working together and building relationships and the kids throughout the year are as well. >> Um and then so last year we started our cardinal connection convocations. Um we really um wanted a way to start teaching our staff as a whole. Um I think before we had started our um counselor's corner and we said to play it right every day right when they did their morning announcements but there were a select few we knew right that were not right and
030those kids were never getting that and we really knew how important it was. So we started um doing kind of like little tiny mini lessons. It was just Coslet myself Kelly and we just started doing like kind of just little tiny little bits here and there. We really started just focusing on breathing and disengaging stress and then making some commitments kind of promises that we were committing to as a whole school family. Um, we really wanted to focus on the connection piece at first. Um, because if you recall, we just came off of like all of our morale surveys and all those things and we really needed to come together as a staff. And so we took the connection piece out of um, cognitive discipline and we did it with our staff in the mornings.
031So Tammy would come over, she would teach a new connection activity to our um, staff. we would do it and then we would kind of present it at the call invocation and then they would go and break out with their buddy classroom and then do it with their buddy classroom just getting to know each other starting to build some relationships um because we knew relationship was a big thing our staff was not ready at that time to teach anything so we didn't teach the big skills yet right we just focused on making connections um yeah and that led to um more staff were kind of interested and wanting to know more and so we had a couple of opportunities for some 2hour PD pops around the community um and so that were free so they
032um signed up to go and do some of those and then we also had a corporation full PD day um that was with conscious discipline last year if you remember on one of our PD days we came and presented to all of the levels um here in Loganport so that was huge So the next few slides are just a couple of the things that we had did in our cardinal connection convocations last year, right? We did our safekeeper ritual to bring us all together. Um first thing is something that Kelly says every day and then they students as a whole repeat it back to her. Um it's pretty um amazing when you see it in practice now like after all the times they do it daily on the announcements but they do it on the
033convocations as well. Um, like we said, we did a lot of different breathing. We had staff lead breathing. We had students lead um different breathing activities. We did it as a whole. Um, we had Mrs. Pearson do it on announcements every day and we taught a different type of breathing. Um, the next slide is going to show you just 3 seconds or so of our convocation. It was like one of our first or second convocations ever learning breathing. And um we were really trying to teach kids actually how to breathe to like help regulate themselves. So it's kind of good. >> They really get into it and they come all the time with different breathing techniques. I have a new one for you. And so, um, we had, um, some still some big behaviors, right?
034So, we took those and we tried to, um, make sure that our big thing was keeping all of our kiddos safe, right? And so, we had some a couple bigger behaviors that happened daily. And, you know, like when you've ever been in a school and you hear someone yell or something, all the kids eyes are like of all the things, right? And so we um tried to then implement that into our con um uh convocations, right? And so um Kelly and I would wear around Coslet would wear around green sunglasses, right? Because if we were in the hallway um and we were going to one of those uh kids were shopping and like hugging on us, right, as we're running down like the hall, like they had no situational awareness, right? And so we taught
035that if we had the green sunglasses on that we were open, right? We'd love to greet you. But if we did not have them on and they saw us, we like acted it out, right? How we would be walking if someone needed our help and um that we this is how we taught our wish well and um just that we see someone struggling instead of judging like oh my goodness what are they doing right? It's changing the mindset to like oh they are really struggling they must need help and we're going to wish Mrs. Pearson, Mrs. Hayden well as they go and help them as well as the student who is struggling. So, um, we also were shifting a little bit away from PBIS, which, um, is a great program, but it also is a
036rewardsbased program. And so, conscious discipline is not a program. It's a mind set, a mind shift. Um, but it's kind of doing the right thing because it's the right thing to do. Um, intrinsically, um, motivating our kids, um, to do the right thing. So, at our um complication celebrations, we did still do um our animal accolades, which um is is a personal a uh award for um having I don't want to say good behavior, but um being like responsible, respectful, safe, showing these um these acts at school. But then at the our convocation, instead of individually recognizing, we would do it as a group. we would say, you know, in October, our school family earned 107 accolades. Wow, we did it. And then we were all in it together. It wasn't singling or anybody out
037for doing it or leaving anybody out for not quite making it there yet. Okay. Um then our morning PDS we started doing um more with our staff um as well. Um especially this year we were um very cognizant on the skill that we're teaching them like Amy said um teaching them the skill and then they are going back and teaching it with their buddy classrooms. So this shows some of those connection pieces and then them doing those connection activities that we taught in the morning PD um with their buddy classrooms. Pretty cool. Um this is uh if you see Dina down in the bottom um like all of our students doing it like that's in our moderate room, right? And that kiddo is doing it right along with us too. So things that they um
038that is um accessible like to all of our kiddos was the goal. Make sure everyone was included. So are you ready? This is where you're going to have to um that we said we were going to be vulnerable, right? If you recall, Kelly went in December of 2022. Um, Mrs. Brightite, Amy Brite, had left um and resigned in October and Michelle called me over, right, of like it was the end of October and I was coming. Like I swear when I first started it was two weeks later and Kelly was like, "Peace out. I'm going to St. Louis for the week of all the things, right?" And I'm like, "Okay." Like, I can do this, right? Thank goodness for Coslet. Um because I was like, "All right." So, we did it, right? Um I thought
039I had it all figured out, right? all the things um things were done differently, right? I knew that I needed and I knew what our I thought I knew what our staff needed, right? Because I was with them the year like a year and a half earlier and um I knew that they were wanting someone to do it. So, Kelly went away of all the things. I think I like I was like, "Nope, we're not doing these behaviors. Suspend, suspend, suspend." And you're going to see it really quickly on this next slide. And um that is why a year later in December in 2023, I'm like, "Okay, Kelly, what is it that you were doing? Somebody help me." Right? I was saying to 9:00 doing referrals each day. Like it was a mad house. Right
040there. My office was always stacked full. I just couldn't stay on top of it. So if you look into 23 24, remember that is just when the admin team had it, right? The shift was almost a hundred just on our perception of behavior. Changing our perspective when we were coming into a room with an upset child, changing our approach, um being able to deescalate and to regulate children 100 less, right? Then just surface level last year doing some things with our whole staff, right? Even though we still weren't teaching the huge concepts of consciousness one yet, they were getting little little pops here and there and it went down tremendously just like that. Okay, so we did realize fast though we needed more. We needed more and you can't teach skills you don't have. So
041we were like okay what's our next step then so that we can teach our staff and our students more. So we sent a few more a couple more went with us and then we came back and we formed our consciousness committee which um a few are here today and then a couple others who um were on our PBIS committee that we smoothly transitioned to our chat. Some fall off, light fell off, but some were like, "No, I want to know more. I want to do it this." So, there's more as well um that form that team. Yeah. So, part of conscious discipline um of the school family are these structures. So, this is what we these structures here are what we were working with um introducing one at a time slowly this whole school year
042um to our staff and our students. Um, and we made sure that we um that we were teaching our staff before we were teaching our students because we the year prior we didn't do that. We went in and did it kind of at the convocation and there it was like I don't want to say a flop but it didn't follow through because the the staff wasn't educated in it first. So, we make sure that anything that we're going to teach to our students that we've done one or two um professional developments with our staff first um so that they are prepared and are starting to use some of it in their room. Um I do want to preface that like conscious discipline isn't something that you can make somebody do. It's not something that we're
043like Columbia's doing conscious discipline so get on board. It's not that. You have to be ready. you have to be willing um to learn. Doesn't mean we stop if we have somebody in the back that's like not I mean it's just kind of like our kids that are just like I'm not into this but they're hearing it. So if they're hearing it they're getting a little bit of it even if they're not actively participating in it. Um, and we've gotten a lot of teachers um and staff that were once um maybe hesitant to uh buy in and try to really step in. Um, some are way more comfortable than others even now, but that's okay. Um, and we've not when you when we get through some of these school structures that you'll see, um, these
044are all things we've not gone and said, you know, you need to have a a safe place in your room. Okay, we taught safe place. I want to go in and I want to see all the safe places on Tuesday. Okay. Like we can do that with our um academic stuff. I can say we're doing sentence stems and I want to see you using sentence stems. But like the safe place like you have to know how and be willing to do a safe place or it doesn't matter. It's just a corner in a room that's decorated. Doesn't have a meaning to it. Um so we have not um made anyone do any of these things. Um everybody participates at our convocations and are willing. we, you know, if somebody was not willing, then we don't
045make them. Um, and there, yeah, um, there's always a pass. So, we're going to talk a little bit about these um, structures. >> So, the power is like for staff, right? It's how we um, as adults see it. Um, the skill is, you know, like how the students are, right? And then the structures are how we teach those skills. So for the power of perception, like it's how we perceive them, right? And for the students, we want to teach them the skill of composure, being able to take a deep breath and like I can handle this, right? Like I can do hard things. And so the way that we teach them that is through these structures. And we won't spend a ton of time because I know it's warm out. So we'll go quick and
046we'll kind of show pictures and move through. Okay. All right. So brain um smart start is one of them. And these are just a few examples of these things that we do to um unite to connect um to safekeeper ritual. >> Disengage stress >> disengaging stress and >> commit commit. So we try to do those at the start of each um meeting. Um some classrooms do it in their classrooms now in their morning meetings to start their day. So, um it has been you can come in and be in a really bad mood and leave the meeting like you know you wake up on the wrong side and you leave the meeting in the morning and you're ready and fresh start to go for your kiddos. So, this is the safe place. Um we talked
047about what safe place means and what um some components are and these are just some examples of safe places that have been put in friends and family board because of that connection piece. Um, we did a friends and family board. The top one is like our big one at school and then underneath are some examples that were from classrooms. Greetings is a big thing each day. Um, we do do that with the students. We have like the this posted and um I know you've probably all seen like the videos of teachers standing outside the door in the line of kids are picking how they do it. we have a corner that they do it and then they also can go up to their classroom and a lot of their classroom teachers have greetings um as
048well. So they're greeted by multiple people um and so we've got a little little tiny video that just shows you notice create your own So you'll see some make their own, right? And that they're all coming and um no one's walking around like maybe like what five the this morning we were like sitting there who walked around. Everyone else is staying in that sidewalk that you see on the floor because they want their turn, right? And they have the right to fast. They know that they can go around if they want to continue, but they all want that connection piece. kind of the wishwell boards. Um we have one in um for our staff, but these are Wishwell um boards that we teach. What that means um when we have friends that are not here
049for the day or we have friends that um have things going on and the students um in these classrooms, they have the opportunity in their morning meetings to share things that they would like others to think about um whether it's their family or friends or themselves throughout the day. And then we have our counseling corner. Um we do the morning check-in. Um just puts on a video. Um usually a little video about an emotion that we're learning about and and then also parts of the brain that we're working on. So our next is power. Uh our next power is unity. Um skill is encouragement. And then structures are jobs, connecting rituals and kindness tree. jobs of service. Um we these are really helpful um at least in our administrative team we do jobs of service
050a lot with our kids that have a lot of energy or that um need breaks from their classroom get over stimulated like everybody needs a break sometimes. So we um create some jobs of service for them. Um and then also a lot of our classroom teachers are now doing jobs of service in there. gives them something to do besides just coming to our office, sitting for a five minute leg break of all the things or of those, but giving them something purposeful that they're doing and that they know that we're counting on them for it, right? That no one else can do that job, that it's theirs and that they're responsible for it. Pretty cool. Um, good. Okay. Our connecting rituals. Um, we do connecting rituals during our convocations. Here are um several of them
051that we do. Um and then our it's something that everybody is doing at the same time with each other and that's um huge. You want to say it or no? >> No. >> Okay. >> We'll save your time. Don't worry guys. >> Um another connecting ritual we have are our commitments. Um something important about our commitments that we try to do though at our convocations is that we are working on something that we've noticed as a school family that we need a little bit of help with. So, um, one of our commitments was that we commit to we we had just put our sidewalks in, which is the tape on the floor in the hallway, um, so that we stay on the correct side and we stay in a line. And we were going to
052commit to staying on the right side and staying in our sidewalk. And that was our commitment for the month. And everybody was working on it. And when we came back the next month, we did a check-in. We were like, "So, how do we feel about that? Give me thumbs up if you feel like you're good. And if you feel like you need to work on it a little bit more, then that's okay, too." Um, so just to let them know that commitments aren't always have to be like 100%, but it's something that we continually work on and it's something that's important to our building that we're working on. And then we do a goodbye ritual every time and um our m our own Mr. Johnson um took the until we meet again and put a
053CES spin on it and before we leave every day it's like the opposite of our greeting but it's like a come together song that we sing together before we leave our congations some play it at the end of the school day some just do it at conocations and that's so our kindness tree you can see on the left hand side that was kind of our first um >> attempt at trying to do it and we did not teach the staff anything about kindness trees or recognizing and noticing um helpful and kindness acts. And so you can see like the the CES down there was kind of like the supposed to be like the tree and they everybody had the students pictures and they were supposed to when they've noticed um a student being kind or
054doing something helpful for the school family put the picture on the CES. Um and it didn't go as well as we thought. We're like yeah this is going to be full. and we're like, "What's happening? Only like a few teachers were really buying in and doing it." Um, so this year we just actually um are wrapping up our kindness tree um lesson and we taught our staff and about what to notice and how to notice. Um and so we have the you make a difference and so those little tickets are given. It's like a sentence stem for our teachers and for our students. They can use it with each other. um you know, you picked up my pencil so that I could finish my work. That was so helpful. Um and so the students would
055get a little thing and then they would get to put a leaf a leaf would go on the tree. Um and it's not anything that points any students out. There's no student names on any of the leaves, but um Mrs. Mayor, art teacher made all the trees, so each grade level has a tree that's special to them. And then their grade level is just noticing how helpful our classes are. So attention, assertiveness, right? And visual routines. So go um so we had all these um different structures, we had like our connections, right? But we realized really quickly like that without both of those things together that you can't have a school a strong school family. We learned that from the year prior, right? And that you have to have a balance. And so all of
056those things um really rely and they all start with routines, right? Setting the routines, setting the expectation, a lot of times when something flops just like our uh kindestry is that we didn't teach it and we didn't model it. We didn't show them what we were expecting. And so um we focused a lot on this issue a little bit each year and you'll notice um but you want to do it. >> Okay. Um, so, uh, we talk a lot about, um, using your big voice and, um, you'll notice Schubert shirts, um, consciousness one has these Schubert books and each one is a different, um, a different structure, a different skill, all those things. Um, a power. And this one is using your assertive voice. And so, Schubert, we act out as a seed team um,
057for our competitions, the book. Um, I read it aloud, they do it all. And um Schubert then gets to act out like when something wrong um goes terribly wrong of all the things and how you would handle it. Then they take that lesson um with assertive voice which we've already taught in a morning PD and they use their sentence frame frame and they practice it with their buddy classrooms, right? And then they take it a little bit further and they now are starting to apply it to other things in their classrooms when things don't always go our way. How to use that big voice or a certain voice. These are just some more examples of visuals that we have put in place and modeling. Lots of visuals, lots and lots. And we started, if you
058see up in the very top next to the first arrow, that's how we started. And like nobody looked at that. It's just all words and so we had these big posters and we thought they were really neat looking and like they didn't work at all. And so then now if you see it's all it's actual kids our kids we've taken pictures of all the visuals of the kids doing all of the procedures and they pay much more attention to themselves in pictures than they did the chart. >> Um and we just stress how important it is to model visual and practice and when it doesn't go their way to try it again right okay acceptance empathy and we care centers. We're almost done I promise. Um, so we care center is a lot for our
059staff. So we have some different areas in our building that we try to have for them to be able to go and just like have them in it. Um, so we've got one room, a break room, a tiny little break room upstairs used to be a storage closet. And then um, downstairs in our lounge, we kind of made just a little area that has like coffee and things like that. We have our celebration station there and then just some different quotes that are put up to be inspirational. Okay. So, as we began the school year, the overall goal was the most important thing that we could cultivate was felt a sense of safety within our team, within our staff. Right? When we feel safe, our brains are open to learning, creativity, and collaboration. This is
060the core of conscious discipline and it applies just as much to us adults as it does to our students. And we feel that this is 1400, right? So, you guys want to come up? >> We're just standing. You can just stand. >> We're not coming up. >> But we're not. >> You didn't tell us we had to do that. >> Well, we're we'll introduce ourselves first. >> Go ahead. >> Hi, I'm Miss Cosa. I'm the counselor. >> I'm Robin Huffman. I teach special education. >> I'm Karly Blackburn. I teach second grade. >> Um, we wrote ours out. I did not. >> It's okay. >> Not a public speaker. If I didn't, I would everything would leave. >> Conscious discipline has taught us how to be better regulate our own emotions, which then allows us to
061go and help other staff and students regulate theirs. We know that it is not possible to help someone else regulate if we are not regulated ourselves. And we use the same skills that we teach the students. So they are seeing it modeled and practiced in real time. Um also through this training we have found our own safe person or go-to person to help us regulate if we need that support. Um I really feel that conscious discipline has made me a better teacher in this way. I definitely have more patience and understanding towards my students which allows me to teach them the skills they need not just school related but also um life related and you know emotions. >> Um conscious discipline has given us the skills to recognize our students emotions and has allowed us
062to teach our students to recognize their own emotions and learn when to ask for breaks to just take a breath. Um, also we've taught them how to ask for a self or a safe space. Maybe it's beyond breathing. They just need more time. Um, and then while in the safe space, they know when to ask for their safekeeper to come assist them. Um, let's see. It's also taught our students to help regulate their peers. They now notice when a peer in their classroom is having a hard time and they offer those assistance. um mainly through breathing techniques like some that you saw the star breathing balloon breathing drain or the pretzel. Um, so I think we talk a lot about like the student piece of it, but another big piece of it I think for
063me personally has been like how it has helped me. Um, not just in like as a counselor, you know, all of the counseling things, which is very similar to conscious discipline, but also like how it comes with you home and how you interact like with your own family and your own kids. Um, it's amazing in that way too. And all three of mine are lucky enough to go to CES, so they're getting that. Um, and one of mine has Carly and all the time he is like, "But mom, I used my big voice." And I'm like, "Yeah, buddy, you did." And sometimes it works and sometimes you have to get help from adult and sometimes you walk away cuz that's the situation and that's the safest space for you. Um, so I think as a
064parent, it's helped me to parent better. Um, but I also see it coming home in my kids too, which is pretty cool. um for as much as I do the counseling thing with them at home, it's nice for them to have a new piece of it to bring to me too. So, >> and just one more thing, 29 years of teaching, you hit that burnout stage really quick. This has changed my life. I can teach for maybe 10 more, not 29 more, maybe not 29 more, but it has really given me like a new life to come in every day. Yeah, personally, too. All right. Okay. So, it's not all rainbows and sunshine um and butterflies and and all that. Um we've had a tough year at Colombia this year. We've had lots of um
065some staff challenges that have that have come about and we've had um a lot of in the behavior realm lots of new students that have joined us that haven't kind of been on our journey with us of learning some of these techniques. Um, and so I don't want to paint it a picture that like conscious discipline fixes everything because it doesn't fix it gives you the tools to be able to handle the next challenge that comes. Um and so like we have been able and through some of our challenges um our staff has really helped and stepped in like I shared with Michelle um we had a challenge of um one of a long-term sub that had come in to take the place of a teacher that um moved to Indianapolis. um that didn't work
066out and we were like we just went to the staff and we were like if you're be able to meet we just would like to pick your brain and this was Friday a Friday night and they came every one of them came after school to the library and we were there till 4:30 just brainstorming how we could help this classroom and who was going to step in and who was going to do what and what's the best way to help this um situation and so to me like that one I was like tearing up because I walked in and I like, "Oh my god, they're all here on Friday night." Like, and they were all participating and all like giving ideas and talking with each other. And I don't think that without kind of this
067mind shift set of like, "How can I be helpful?" And you hear that a lot around our building now as coming up and being like, "What can I do to help?" You know, or if you do that, hey, that was really helpful. Thank you. Acknowledging and noticing. Um, and that didn't necessarily happen before. We've always had a really tight family at CES, but like this year um has really like taken the cake on stepping in and and helping out and um picking up the pieces when we couldn't do all of it. So, um very grateful for it. So, our next steps, we would like to do um the handling the upset adult first ecourse um with our C dot team. Um, so that's kind of um on our radar for next year. We've got some
068licenses I think available for us to be able to do that. Um, and it's so it's the online um course. We also um conscious discipline has these mini PD pops that just are like you can get on for free. And so we're going to make sure that our staff is aware of those. So if they choose to do those, they can get on and do them. We've done several and they're recorded. So, as long as you sign up, then you get the email recording of it if you can't be in it because a lot of them are like at noon or one and you're like, well, that's not feasible. But some of them are and some of them do feature Tammy McMahon um has done a couple of them. So, um we've got some local
069connection there. We are also looking at um a couple of book studies. There are lots of really good books that are easy reads um and easy to do as a book study and um that's kind of on our radar for those that are interested as well. Like I said, we don't force anybody to do it. So to just be folks that are ready for it and would like more information. Um and then our big dream is to provide all of our CS staff an opportunity to experience a CD1. Um it is big lofty goal, but it is something that you know we would one day love to do because it does really um help kind of solidify those um skills if you are immersed in it for that week. So that's it. So that's it.
070These are just some pictures from our complication. We thank you for your time. Sorry we took for a long time. >> All right. >> You can tell a difference when you're at Columbia when you walk in like and this one of Kelly's goals. So last year's goals or was the the discipline referrals. But you can definitely tell a difference when you walk in that building. the just the structure, the way the kids behave, the the way they walk down the hall. >> It is very noticeable. Very noticeable. >> Good job, girls. >> You just needed to capture Robin's video of changed her life and put it >> I got it right. >> You got me at that one. >> Well, anytime, you know, we have these convocations and Robin is a is um Mrs. bookbinder
071and she is a character in our Schubert books and so she wears this robe and she's got this >> and it show >> so our staff is like they've really gotten into this and we practice and everything. >> Oh yeah, we do rehearsal >> a Grammy worthy show. It's right. >> Come on and watch it. >> 20 East Columbus. >> Yes, it is. >> Oh, sorry. Are there any any more questions? We're done. We don't need We're done. >> Thank you. >> Uh next up is an action item that's consideration of recommendation to approve our business line of our business line insurance renewal. Is there a motion to approve? So moved. Mike, made a motion. Is there a second? >> Second by Vicki. Um, I'll start with a couple of comments. Uh, I'm going to
072preface my comments with I'm a yes vote on this. I have, um, deep respect for Michael Consolidated Union timeliness. Uh, thank you for your coverage. Thank you for bidding it. Um, I don't take that for granted. U, we do have, and we've we've discussed this, we do have our process is a little broken in a sense. Um, a thing that we are to do on a board is budget oversight is one thing. This is a $730,000 decision. Um, we've only had a couple days. So, I'm going to work with Mr. Correct on a process and procedures. U, we do know it expires tomorrow at midnight. U, we're cognitive of that. We know you're a great company. It's not your problem. Anyway, we're going to work on a process because I'm not going to be put
073in a position again to vote on something that's due tomorrow. So, I don't think it's coming from you, but we'll work with Mr. Crack. I was going to talk to him today, but uh he's not here. I'll talk with him more. Um but we don't take this stuff lightly. So, again, thank you for bidding. Um any other discussion, comments? No, I I would just say that, you know, we're feeling with the with what's happened with the state of Indiana and just how, you know, money that we had before is not there in all areas, we need to be a little more cognizant of what how how can we save money in all these places. Make sure we're getting our best bang for the buck for school, for our teachers, for our students, and everybody else.
074So it's just part of that too that just to make sure that we're you know sometimes we get kind of used to doing things the way we've always done things and we think you know um we don't know the state is going to continue doing things the way they used to do things. So we need to make sure that you know >> that we are being responsible with the fiscally responsible with everybody's money. Again procedural on our end not you Michael. My comments are geared towards you. Um any further comments? Anything from you Michael? Um open up for vote. All those in favor signify by sign of I. >> I. Any opposed? >> With none um our insurance renewal is approved. And again thank you for covering us. Um, next up is the another action
075item, recommendation of consideration to approve resolution 0309 2026 authorizing the submission of the one 1003 flexibility waiver. >> Can we explain that? >> That'd be great. Yeah, >> please. So, this is I have to have a resolution in order to be able to apply for the flexibility waiver, which is um we've done it the past two years, which gives us the three days gives us three full days of professional development um where teachers don't have where we do not have to have virtual learning on those days. Um, and the reason we're able to do that is because we already, even by taking those three days out, we already exceed the number of minutes, uh, required by the state of Indiana at each level. But I have it all ready to go. Um, uh, I just
076have to have the resolution passed. Um, and it's been, I think our teachers would tell you, our administrative team would tell you, um, that it's been very beneficial. Nothing is worse than doing I mean back in the day we would do early release days or we would do um days where teachers still had to be uh have virtual learning or e-learning and so we can't focus like by the time you do an early release day by the time you get everybody on a bus inevitably several kids parents forget their kids there kids don't get home you're well past 1:00 and you can only keep them till three and you know by the end of the day and all that's happened. You're stressed. Your mind's not here. This allows our teachers to come in and have
077a full day of professional development. Um this year, a lot has been focused on without these days, we would have never gotten everyone Alice trained um from start to finish, nor would we have been able to do what we've done with um literacy and curriculum alignment. So, um it's it's been very beneficial for us. So just uh hopeful that we can pass the resolution tonight and then I can work on doing the waiver and hopefully get approved again. >> Is this resolution a naoli noli or >> ours? It's Rosie. >> This is from the original two years ago and we just update the information in it for this year. >> Okay. >> Questions on the resolution? Is there a motion to approve? >> I'll make a motion. >> Motion by Vicki. Is there a second?
078>> I'll second. >> Second by Becky. Um, any further discussion? >> All those in favor signify by sign of I. >> I. Any opposed? Same sign. >> With none, it is approved. Next up, we have a few first readings. The first is a recommendation to approve the LCSC classified handbook for 2026 27. Um, it was in our packet. Again, it's the first reading. You have another month to read it. Um, public, um, it's available in the superintendent's office. Tammy will be waiting patiently for your presence. >> Bring it on. >> I think this is the fewest changes we've made and I don't know how long. So, we're getting we're getting it like honed in. >> Okay. All right. No action needed. If there's no further questions, uh, next up is the recommendation to approve the
079following change to policy 2340, the field and other corporation sponsored trips. Again, that was in our packet. Just hit the wrong button. Was there any This looks like a minimal change of a title. Well, is it pretty much taking the board out of >> Yeah. >> approving field trips other than international? Correct. Is that the way I've read it? >> We never do that. We know your heart beats for those. Um, any other questions? Okay, there's our motion. Oh, no. First reading. My apologies. um you get another month to come up with more questions and this is also available in the superintendent's office. Last thing for first reading recommendation to approve the following update to the LCSC health manual and we heard from Mrs. Vieti and it's in our packet also and she is still
080here if you have questions for her. >> Nothing further >> again it's available in the superintendent's office. It's many pages. >> There's a bunch of terms you won't know what they mean. >> Go for it. >> Labor of love. >> Go for it. All right. Um again, that's first reading. It's available in the superintendent's office. Um department comments. Mr. Cre is gone, so we'll go to Mr. Fall. >> Uh just two items. U during spring break, just a reminder, we're going to be switching our phone system over. So that's 700 phones that we'll be redeploying out. Wow. um across the campus. >> They know how to have a good time on spring break. >> U guys are crazy. >> So, we'll start that on Thursday and then we'll finish up the following Friday and then
081um shortly after the ransomware attack that we had a few years ago, >> we purchased a program um a cyber security program. Um, we were paying $30,000 a year for that and last year the state decided to pay for that, but it's one year at a time and so they renewed that again this year. So that'll be a cost that would be covered by the state. >> Well, that's nice of a >> Yeah, I'm speechless. >> I forgot where I was. >> A different shel. >> They just shelled. Moved it over here. All right. Anything else really did throw me off. >> Thank you. All right. Curriculum updates. We'll start with this is Rosie. >> Thanks. Um, just a couple of items. So, last week we started I read testing >> and um those scores
082started rolling in on Friday night and some of us nerdier people may have been online pulling scores Friday night. I may have said, "What kind of nerds are we?" >> I don't know. >> Yeah. >> Um, so we started analyzing that data. Um, third grade is pretty much finished. I think we have just a handful of students left. Um, Columbia and Fairview is pretty close to being finished with second grade. They may have finished the rest of them today. I don't know. Um, and Landis is starting second grade tomorrow. Correct. Um, so by the end of the week, we should have pretty much all of our students finished testing. So, we'll be interested to see um that data come out. Yes, anxious and excited. Um the other thing is um if you remember several years
083ago um the literacy laws that passed um we were required to um assess K to2 students with a literacy screener. Well, now we have a new law that is passed where we are having to do the same thing with math. So now K to2 we have to do a math screener starting next year. Um we'll also be required to do 30 minutes of math intervention daily in K to8. With that the good news is our K to2 math screener we just found out last Friday um is through ready math. It's the diagnostic which we already do. That's our math program in K to6. So thank goodness this is like the first time we're not going to have like an extra program. So it's something our kids already do. We picked right. >> We picked the
084right program. Um, so we won't have to have our K2 students taking an extra math assessment. We get to use what we already use. So that's really good news. >> Yes. >> Until they change it next year, >> right? Exactly. Don't say that. >> And that's something I >> They're pretty consistent at being inconsistent. Do we have any idea like staff allocated time and student allocated time to state initiatives? >> We've done that before. We need to do that. >> I know we Yeah, we talked about doing that. >> Yeah, we've talked about >> I can come up with something that >> it'll make you sick. >> There's not not a lot of time to just >> teach. >> Especially this semester. >> Yes. Yeah, >> I'm sure that time change will help. Testing >>
085and influenza B helps a lot. >> Influenza B. >> Dr. Deal. Yeah, >> continuing with the theme, we had SAT, so our juniors were victimized to that last week. Um, you do need to have 95% attendance when it comes to the SAT, but I know that our schools are working really hard on that and just making little tweaks to help our students be successful. So, um, I was at the academy and I saw one of the math teachers and I know that the high school just had Desmos training, which is an online calculator and that's the exact same calculator that they use on the SAT. So, just being mindful and exposing kids to things so that they know how to operate and be more successful on those tests. Um, our high school and junior high,
086they are coming up to their common assessments. So just to kind of give you perspective, our core four subjects, so we have English, math, science, and social studies. They all give quarterly assessments and that is for twofold reasons. One is that if we are teaching the same subject, we want to make sure that the kids are getting exposed to the same types of content. Um, and then also what you're able to do is uh align it to the state test and be able to see like is that a good caliber or predictor for how our students are going to be doing? And then something that we've been doing this year for the junior high is that we will take those teacher created math tests and that will determine if they're going into a math remediation
087or a math lab placement instead of another elective. And so um they've been working really hard on those. It's it's a good data measurement. Another thing that's really kind of neat is that our PECAP program is trying to start their own enterprise calling PCAP Customs. And so they soft launched this by having each young scholar reach out to someone within the district and basically pitch like what would you like me to create for you based on the 3D printer or the glow forge which is like a laser engraver. And so they are starting to have industry partners come in this week just to teach them about how to create a business plan like what does this actually look like? Um and so the the chapter ones are very excited about that. Our chapter 2s are
088actually working on a work-based learning project um with cell the center for excellence in leadership and learning which is where our grant is through and they are coming up with an LHS like hype video about just the high school and also the early college program and the winner of that will be um they will launch it at the early college summit that is this June. So that's kind of neat. Um also in terms of high ability we have really been conscientious about how we are rolling out um just professional development to our teachers also administrators and so we spent all of first semester onboarding our administrators with myself and then also we have a consultant Dr. Christina Ays Paul and she has extensive experience uh being a professor at Purdue University but also a lot
089of gifted schools around the nation and so with her help we've been just building the capacity of our of our administrators and then also just within our teachers. So before we had this there there is a test called Kogad. It's a cognitive abilities test and prior we were just kind of giving this to kids just to give it to kids. But uh this year I've been intentionally meeting with teacher teams. We have parent communication that's been going out before and after the results come in. The teachers are getting the results and so we're just we're making it more meaningful. And then one of the next steps is that we just tested kindergarten last week of which that's a state mandate surprise. And um we are going to be looking at what's called a total school
090cluster grouping model. And what that is is that it allows teachers to basically sort kids into five different clusters because right now we get kids who are this ability level and this ability level. And so what the total school cluster grouping does is it intentionally groups kids and lessens that variance. So maybe I have kids in clusters five, three, and two or I have one, three, and four. And so as a teacher, it makes it easier to differentiate when you have like ability kids within your classroom versus just having everybody. So it's been a really exciting and fun project to work on. And uh I've talked a long time, so I guess I'll just say that that's it. I'm so sorry. >> Good. Good stuff. >> You can feel the stairs behind you. >> Yeah.
091Yeah. They're like, "It's 85 degrees. Let's go." >> Well, thank you. Any questions for either of them? >> Okay, Cheryl, you're up. >> I would I just have a couple things. Um Well, five, but the grading period ends this Friday, believe it or not. >> Yeah. >> And then it's nine weeks and this one's in the books. It's crazy. Um, we had a great meeting last week with um, the prosecutor and DCS and to talk about attendance and how the legislative attendance law, if you will, we have no teeth because we really get no support. And so talk to them about how that might be helpful or how they could be helpful moving forward. And so, um, it was a it was an interesting meeting, but, um, I feel like they at least listened, um,
092and we'll see if they come back when we come back to the table kind of where we go from there. So, um, but we did appreciate them taking the time to meet with us. Um, Thursday, the high school along with every emergency management group uh in Loganport here, including the hospital, are going to do a mock drill um from the high school, a mock evacuation drill. And so that'll be interesting. It'll start at 4:30 and uh end hopefully by 7:30. So, um they're going to uh emulate like some kind of um hazardous issue with the pool and so they've got students and so it'll be interesting. Um it'll be good for us to to do um evacuate to their offsite and find out what we need to work on and where we need to go.
093We have not we've done we've done these um at Fairview and LIS. Um, we have not done one. Obviously, the high school's pretty big, the biggest school we have, so it'll be interesting, um, to to do. So, they have lot students signed up and parents are going to help. Um, and then, um, to kind of cap everything off, um, la a week ago, we celebrated Felix's 100th birthday on Friday night. It was a wonderful night in the Berry Bowl. Lots of people, lots of visiting mascots. um just a a great night um for for nostalgia. Um it was it was awesome. And then we kicked off our very first LHS alumni gala on Saturday. Um it was it was so it was awesome. We had about 220 people in attendance which we felt pretty good
094about for our first one. And uh we we talked about maybe that's something we do every five years. We got lots of feedback we need to do it sooner than five years. And there were all ages there. Like my 82-year-old mother was there. Like people like she went to school with were there clear down to, you know, um >> these guys were all there. Michael, Kelly, Ashley, >> Miles was there, >> Miles Miller was there. Um but it was a great it was a great night. Mr. Rosie was there and thanks to him, he's the one that got us all started from the very beginning getting this all down on paper. But it's just um we've built some momentum now and and uh you know so I'm excited about about where we're going with that
095and it's only going to get bigger and better. So um that's all I have. We're just patiently waiting for the IED scores to come back and see where see where that goes. Right. Planning summer school and moving forward. >> That's all I got. >> It's going fast. >> Yeah. >> Any questions for Michelle? Um, next up before our comments are the public comments. It's another opportunity for public comments. Anyone? Nope. >> Member comments. >> No, we'll start with you. I am just so proud that the kids that I've been working with, the tech team, finally have been able to show the fruits of our labors and it's paid off with what we saw here tonight. And I'm just so happy to be able to to work with them and be a part of that tech
096group and what we've been able to accomplish. >> You've been a great mentor. >> We'll miss you. We need Congratulations to those who deserve the actual accolades for what they accomplished. I had absolutely nothing to do with it. So, I'm sure everybody in this room knew that before. But, anything else you want to try to take credit for? Move on. >> Thank you, Becky. >> Uh, let's see. First, I'd like to thank uh Mrs. Vieti uh for all your hard work and dedication. Very much appreciated. >> Um also, um Kelly and Amy, thank you so much for your presentation. I I really impressed with the program. Um I love the teacher side of it, the self-care and and and getting that. Also, the idea of teaching these kids it's okay to be nice and to
097care about each other. I think that's just fantastic. So, good luck with the program and continue with your hard work. Thank you. >> Thank you. Okay. Well, I was going to say what Milt said, but I was going to say it was nice to see a large group of students here um that probably don't get recognized all that often. So, congrats to uh those that were working with the kids to do that. And thanks to Kelly and Amy and Mrs. Viet for uh your presentations. It was very good. >> You didn't forget about you down there. >> My new my new click. Yeah, >> I've moved on from you guys. Uh, I wanted to welcome back Mr. Ken Fraser. Uh, you know, he's uh duly missed. I I think Ken may have the record for
098the most often attended from beginning to end of meetings of anybody that's come through this the school. But I will reiterate about the the students that did the tech Olympics and all that thespian stuff. Um, we always have a good turnout and back in Ken's days, we had kids that do well and they do the the male stage managing stuff that do well. And one of the things I always tell people about Loganport is that, you know, that we're very unique in the fact that we've got a really really really nice auditorium thanks to Ken and and the next generation. and and we and and and often if you find out there there are a lot of guys or people guys girls that have continued on to have occupations in the theater and stuff they
099learned here and and what you find if you ever talk to them it's kind of funny because often times the high quality of the equipment we had here was better what they had when they were in college. Um and so you see quite a few number of people that are stage managers and sound engineers and stuff like that. They really got their start here in Loganport and you know sometimes we you know we think of things we do or don't do and that kind of stuff and I have to say we have had a program and I you know the the two guys taking two guys to fill Ken's shoes. Um so that's you know you know so you did good Ken you know we saved money I think back when you did it just
100one person. So we thank you for helping us on the budget anyway. So I just I want to recognize that that that's I said we get a lot of athletes and we get a lot of other things going on here but I want to recognize the male stuff because because I have seen that through years just just some of the people that go on and they would have never probably gotten the appetite to learn this stuff in the theater had they not started here in Logan sport. So I got a couple things uh the career center had a the inaugural career day >> and that was cool. So, I went to that and it was a hands-on mock interviews, actually legitimate interviews with potential industries that came in, went through what they do individually in
101the different pathways. It was it was cool. So, hopefully that's something you're going to continue. um went to a lot of basketball games this year and I would say not just the school thing but my proudest moments of Logan sport period is when you're in that Barry Bowl cuz it's like it's second to none. I mean you don't go to the Barry Bowl is very nice and strong in the group and Dubes and Kripe and Shell Michael all these people stand down there and make sure everything goes goes well. Um but it's a great venue. We have a lot of things going on there. So, thanks to that team. Um, last thing, uh, Laura, thank you for your >> procedures are very important. Um, unfortunately, fortunately, I I I eat lunch at the high school
102on Fridays. >> And unfortunately, twice this year, they've had a seizure during the time I'm there, and I just get the hell out of the way. She goes into action. She pulls picks up all this stuff. They start communicating all over the place, and teachers jump in. that things happen. So having procedures that you don't get in trouble liabilitywise. So Bage isn't calling us. >> But uh thank you for doing that and taking um a sincere look into everything to make sure we're good. So >> that's all I have and we are ready for board signatures. We are adjourned.