WLCSC - Regular Board Meeting March 9, 2026

001it again because kids are working on at all hours. Um, and so they have access to it even from home. But some of the the success that I want to share with you, the very last column on the very right is the average change in the diagnostic levels each month. And so you can see that we're making great gains there, but um, the ones that are up there are slightly off from the most recent tonight data. So uh we have plus4 for our fourth grade and that is in the area of math and then our um literacy is plus seven for each student. So that's growth per month. And then for our fifth graders uh math is at 13 and the change here is in our literacy scores. They had an eight uh increase. And

002then the bottom one is sixth grade, 15 for math and six for uh literacy. Some of the success that I wanted to share with you is um related to mastered skills compared to proficient skills. So asks that we had toward 80% or higher. 80% is considered proficient and mastered skills a student would have to get to 100% to get a mastery. And so we've had so far um over 15,000 um proficient skills in the area of English language arts, proficient or mastered skills. And uh for math, we are at uh roughly 33,000 skills either proficient or mastered so far this year for our students. So we see a lot of progress happening and that is coupled with great teaching to continue that cycle. This slide hasn't changed much yet because we haven't had our um

003end of the year assessment that we will have later this year. Uh but we do feel like we are making great growth and continuing to track to meet or exceed our goal in both English language arts and math. You could see our scores on the left for um iLearn for math and then the states are on the right and this is for English language arts. The same um progress is continuing there. We have several things to celebrate and I tried to highlight some staff and students and groups as well. So Mrs. Fernandez was uh most recently um named one of the golden apple award winners and there are five in the typicanoo county. So we're very proud of her. I pulled a quote from her speech which I love so much. She said I love

004being around all excuse me I love being around kids all day because I think kids are the best of humanity. And that just really summarizes what you feel when you walk in her classroom. She is absolutely delighted to be around kids every day. Whoops. Uh Sarah Spears was also recognized. Um and this just happened in January on the 16th. We heard that she had a grant submitted from the Lily Endowment, Teacher Creativity, and uh we're so thrilled. She has a $15,000 grant. And you can see that she's going to be exploring in tra through travel to bring that information back to our students. So, I'm really excited next year to see what she does with this. And um I hope that if there's an opportunity she can share with you as well. Our cultural night

005is something that I always am very very excited about. Um we had last year 11 cultures represented. This year we grew to 16, which we feel like is a great um a great jump. And we continue to try to reach all our different uh populations and different cultures and and the diversity that's in our building represented through this event was really fantastic. I love that everyone, adults and children were learning from each other and um and you could just see that people were super excited to hear what other cultures um had to share. there. We had music, we had dance, we had games. There were so many different things that they can see, materials that they can um learn about through the different cultures represented. Lots of food, too. By the way, we do have

00636 different languages spoken in our building currently. Many families have multiple languages spoken at home. Uh but we continue to uh embrace that and also know that culture is beyond languages. So there's a lot that was highlighted through all of these groups. And one of the really great recent things that happened is we had an author visit. John David Anderson visited our school and uh he happened to be coming on a Friday and the night before we had Battle of the Books and our Battle of the Books competition for the regional competition was located in our school and he was in the library signing books for the following day when our students were going to hear him and he took time to come to the Battle of the Books competition to give books to the

007kids on the teens and take pictures with them which I think was such a highlight. So imagine being a little student in this Battle of the Books competition and one of the authors of one of the books that you had to read for the competition is right there in the building. That was such a cool experience. So he was super with the kids. Just did an awesome job presenting and was very funny. We all walked away thinking he's an amazing author and really great um speaker for our students. We also had 11 different teams that went to LEGO robotics earlier this year. We had two that uh ended up advancing to state and uh we thought that was very impressive as most of them are fifth graders. We have some fourth graders in there. There's

008there is one at least sixth grader in that bundle there. And so these kids are going to do great things and we were very proud of their success. From our music department, we had uh the ISMA competition recently and our students in orchestra. We had 53 students that earned a gold in the ISMA competition, four silver, and we had three of those students that advanced to state. In band, we had 13 gold, but reminder, band starts in fifth grade, so they don't have as many years opportunity wise to be able to get into ISMA um as a student in our building. And then we had students that also participated through piano. 21 received gold and one silver and four of those students advanced to the state and earned a gold in state which is really

009difficult to do. This past Saturday, we had our spelling bee regional competition and CJ Hipster was our representative for our building and did a great job. I know that's a tough competition to represent your school and she did an outstanding job doing that for our building. I also want to uh say that our alternate was Kyla Janich and um those two girls were so sweet while they were competing in our school. They were cheering each other on. They had the best sportsmanship. So, not only are kids amazing spellers, but they're also amazing humans, which I think needs to be recognized, too. Um, our spell bowl team this year made it to um the final with with 56 out of 56, a perfect score. And of course, then they were named state champions for this year.

010So, we're really proud of our little spelling team there. And I have a highlight video. How do I do this from here? This kind of represents a little bit of the other things that I can't share everything in our building. And I know this doesn't even tell you all of it. Thank you everyone. >> Very fun. It makes me wish I could go back. Um, does anyone have any questions before we move on? Okay, great. Thank you so much. Um, I should have mentioned before we started that, uh, Dr. Pera is on from Belgium and he's over here on the screen and all the audio is working and you can hear us and everything's great. >> Okay, we'll just We're a little delayed, but you can >> Yeah, I can hear you. There you are.

011Hi. Okay, super. >> I just muted myself. >> That's fine. Um, and it's midnight there, so we very much appreciate you being with us. We'll try to hurry up. Um, okay. Um, the communication from the audience, the first person to sign up was Harstute. So, come on down. >> Good evening. My name is Randy Stute and I've taught German at West Lafayette High School for 22 of my 41 years. Uh, everyone knows that West Lafayette is a serious academic an institution and I'm very personally proud to be part of the staff in this community. Therefore, I am particularly embarrassed to see board members talking or taking uh junk Google surveys of their selected friends on serious existential questions for our corporation, our student programs, and our future staffing needs. I I really can't believe that

012anyone who believes in real educational research or assessment would consider any Google Doc survey posted on Facebook to be valid on any subject, let alone on such short notice. Surely, no professional academic would use so-called data to base an opinion or a vote on an issue as crucial as the transfer policy which is before you tonight. In my opinion, we are actually already three to four months late in getting this policy passed based on the timing of both student and parental choices. So, I urge this board to finally finally move ahead and finish the transfer policy tonight so we can move ahead recruiting our area's families and helping them to get the best possible education and to make sure that our own programs are fully funded. I'd also like to make sure that we start

013the referendum campaign on a positive unified note to maximize our community's ability to deal with state imposed changes RDP. >> Thank you. The next speaker we have is Wendy Aaylor. Come on up. >> Thank you. >> Hi. My name is Wendy Aaylor and I'm the executive director of the West Lafayette Schools Education Foundation. I am here this evening to invite each of you both here in the room and those watching online to attend the 2026 Scarlet and Grey dinner and auction. This is the largest fundraising event that the foundation hosts each year and it is critical to raising funds that support the important work of the foundation. This year's Scarlet Gray takes place in a few weeks on Saturday, March 28th at the Stables Event Center. Tickets and sponsorships are available now and can be

014found at wlsef.org. The theme is prom through the decades and guests are encouraged to wear promike attire, but it is not required. Please don't let the theme intimidate you. You may be wondering what happens at Scarlet and Greg. The night begins with a social hour to visit with friends and neighbors and to secure your bidder number. You'll be able to browse the silent auction items and take photos um at the special prom themed backdrop. The silent auction actually opens on Sunday, March 22nd, and will remain open until 7:30 p.m. the night of the event. You can bid from anywhere using the event site. When it's time for dinner, we will live auction the opportunity for your table to be the first in line at the buffet. Very popular. Following dinner, there will be a program

015that features the foundation's teacher grant program, and we will also live auction a few special items. The night ends with the crowning of the prom queen and king and dancing to music through the decades as we celebrate the good work that the foundation helps to support in our awesome West Lafayette schools. So, why is this important? Why host an event like this? Scarlet and Grey provides a time to tell the story of what the foundation does for West Lafayette schools. For example, did you know, I hope that you know, that in November, when SNAP benefits changed, we were able to quickly adjust and support an increased number of families enrolled in the West Lafayette backpack program. We were able to pivot from supporting 22 families to 57 families in a matter of days. The foundation

016has also been able to meet an increased request for teacher grants, awarding over $12,000 in the 202425 school year. and our grant cycle for applications ends this Friday. Um, so we're looking forward to awarding more grants this year. Scarlet and Grey also helps to diversify funding sources through multiple channels such as business sponsorships, ticket sales, and auction items. Our audience grows with each event. And Scarlet and Grey most importantly helps to build community. This event brings together alumni, families, local businesses, and school leaders, fostering a sense of shared purpose. It's an evening of red red devil pride like no other. If you haven't attended before, I hope that you will consider joining us on March 28th. There's even a discounted ticket price for first-time attendees. I can't wait to tell you about how the foundation

017has supported West Lafayette teachers and students this past year. Please feel free to contact me if you have questions. I love talking about the scholarships that the foundation awards, the exciting programs that West Lafayette teachers bring to life with grant funds, and the families who are able to feed their kids on the weekends and through the summer with support through the backpack program. There's no better time to get involved. I hope to see you all on March 28th. Thank you. >> Thank you. I found my homecoming dress circa 1990 in my sister's dress up in for her two n or her two daughters, my nieces. So, that alone should be worth the uh cost of the ticket. Um, all right. The next item on our agenda is the um consent agenda. And I would like

018to move that we pull Wonderland because Dr. Per is on their board and uh needs to abstain. So, do I have a second for that? Seconded by Rachel. Thank you. So, we'll go ahead and take a motion on the rest of the consent agenda. Okay. Lawrence moves and Rachel seconds. And oh, see, this gets me every week. There we go. We'll do the buttons. And um David, since you can't do buttons, >> we we have to do a voice vote. >> We have to do a voice vote for everything. Good. No buttons. Cool. All right. Um David, go ahead. What's your vote on the consent agenda? >> I. >> Um Dea, >> yes. >> Rachel, >> yes. >> Lawrence, George, >> yes. And I also vote yes. So that passes seven. Um and then the

019next item is uh the wonderland agreement. Um is there any discussion? We need a motion. Sorry, Rachel. Thank you. >> We approve the wonderful renewal. >> Got it. And seconded by Lawrence. There we go. Is there any discussion on that? No. Okay. David's abstaining. Dea, >> ua, >> uh, Rachel, >> yes. >> Lawrence, >> yes. >> George, yes. >> Amy is yes. That's uh 610. There we go. Okay, moving right along. Seeing no unfinished business, we'll move on to new business. And I believe that is you, Dr. Brryer. >> Yes, it is. Thank you, Mrs. Austin. We have uh Christian Mlullen from ICE Miller with us this evening to provide initial information regarding the process for a potential referendum in 2026 November and it would be an operating referendum. Uh Kristen will review a perspective

020timeline. She'll outline next steps and then the board will have an opportunity for questions. Following the presentation, we will recommend that the board approve engaging ICE Miller to serve as bond council for the potential referendum as was the case for 2023 renewal. Uh, and you may recall that the administration suggests that we keep the team together since it was a successful campaign previously. Mrs. Mlullen, would you please come forward at this time to address the board? >> Good evening again. Kristen Mlullen from Ice Miller. It's great to see all of you again. In your board packet, we have submitted to you a proposed timetable. I also have printed copies if anyone needs them. Um, the reason for the proposed timetable is to give you an outlook on what it will take to be on the

021November 3rd ballot. So, I like to actually start backwards on the second page where you see the November 3rd election because the most important date on this whole time table is that noon on August 1st. And I like to work backwards from there because if you remember from our past referendum, state law requires you to be certified everything to be done on by noon on August 1st. So, what I like to do then is look backwards. What do we need to do to get certified? What we will need to do is we will need to have you adopt a resolution to put the referendum on the ballot anytime before July 3rd. So on this timetable, which again is just an outline, we can move dates if we need to, but before July 3rd, so I

022use your June regular board meeting, which is June 8th, that's when the board would need to adopt the resolution um to put the operating referendum on the ballot. If you continue to go backwards, you'll see that the first board action though would occur at your May meeting if we would follow this timetable. at the May meeting, you would give us the authority and frankly Dr. Grryer the authority to start working with the county auditor to try to figure out what the form of the question will be and the calculations that we will need. So the legal process will really start in May. We'll get the question the information we need from the auditor. Below that you'll see we'll also draft a revenue spending plan as we did before. We will also submit the form of

023the question to the Department of Local Government Finance for their ultimate approval. So again, legal steps begin in May with the formal resolution being adopted in June so we can get certified by noon on August 1st. What I will say though is before May is all of the information that you as a board will need to determine before we have that June resolution. So, on the very last page, you'll see um the draft form of the public question. This is exactly how it reads in our statutes right now. The only thing I did different for you was name your school corporation. So, you'll see in black the language that has to be on the ballot under state law. The red are the is the information that we you all as a board along with the

024administration will need to determine what we will state. For example, just as we did in 2023, we have to have a purpose and we have to have the years in which we will ask for the operating referendum, which you can go up to eight years under state law. In addition, you'll also have to have the rate that you'll ask for the maximum rate. What changed though since 2023? If you were on the board, you know this form of the ballot language is extremely different than it was in 2023. If you remember in 2023, we had to have certain percentages that the state required in the ballot question. Now it's different. Now you still will have your rate, but you'll also have to include a maximum levy and the median home value rounded up to $50,000.

025And that's why we work backwards and work with the auditor to get that information. So again, state law dictates what the form of the question can say. we only can fill in where the language is in red. One other thing that is also included in your packet is and you will remember this if you were on the board um for our 2023 referenda, but what it is also in June or whenever we decide to adopt that final resolution that would place the question on the ballot, there will be rules that come into play about promotion. We'll no longer be able to use school facil anything like that to promote the project. We don't need to go through those rules at this time unless you'd like to, but I did want Dr. Grryer to include those

026in your board packet just so you could have a reminder. I also have printed copies if you need any printed copies, but I'm happy to answer any questions. Again, we wanted to give you an outline really of the steps that it would take. Some school corporations will choose to go later in June, for example, before that July 3rd date just because they need more time. But again, we followed your normally scheduled board meetings. >> Great. Any questions, George? >> I'll take one of those paper copies. >> Yeah. Uh, I've got just >> David, would you like us to grab one for you? >> Okay. Yeah. Could we have a copy for David as well, please? Thank you. >> Perfect. Thank you. >> Any other questions? Staca, >> I actually have a question maybe for Dr.

027Grryer. Um, I'm not sure who just kind of what this time looks like from the perspective of the board and board discussion of, you know, deciding the rate. So, I see kind of what we have to approve, but when will there be an actual kind of deciding? It looks like we have to make a decision on the rate and we have to make a decision on the purpose. Um, so when is the plan for the board to be involved in that discussion? The board will be involved throughout the process and the things you're talking about. We would schedule work sessions and have Mr. Reutder come in again and we would work through the process involving those members of the team working with the board. >> When does that have like which of these dates does

028all of that need to be done by May or June or >> So you don't have to have anything done until we work with the auditor. Okay. >> So, the resolution will contain June 8th will contain the actual ballot language. However, to get the information from the auditor, that's why we backed it up a month to May. Great question. So, it can occur in April if you'd like. You can occur in May and we can have a later board meeting. It's really up to you all, but in order to get the question certified by the DLGF, we would like to have the information, I would say, by the >> And if I'm correct, you would probably meet be meeting like you did last time with the team, Mr. Reutder, and so forth to determine when

029we were going to schedule those meetings with the board. And we would be communicating, Mrs. Mford with the board through Friday notes through one-on-one dialogue and so forth to make sure that everybody had the information that they needed and then that we were having the necessary public meetings to uh allow the board to do their work. >> Thank you. >> Go ahead. >> So, so I remember you saying correctly just now >> the the black language in the draft form is directly from the state, right? >> Correct. And the red language is the language that we can add. And also, is this partly your suggestion as well? >> So, what's in red is what was in the state law. So, >> what's in red's in the state law? >> Yes. But it says insert description

030of purposes. That's what you can change. So, I took it from the statute, put it here, but the red is what you will be able to change. The black lettering is what you cannot change. >> Okay. The reason I asked is because that parenthesis median value rounded up to the next 50,000. Is that in the state law that we have to put in the question or is that something that came from ICE Miller? >> So the median value rounded up to the next 50,000 is in the state law but we will not include that in the form of the ballot question. Let's say I use for example let's say here in my my school district the median home value is 147 but we would have to b the rate off 150. So if yours is

031230, you will have to base the rate off 250,000. So, what's in red, median home value, rounded up to 50,000, is a reminder that whatever number we get from the auditor, we're going to have to round that up to the next 50,000. >> Any other questions? Okay. As Oh, sorry. Go ahead, Lawrence. >> Yeah, >> a quick question regarding the procedures. So basically you guys come to help us make sure we follow all the legal requirement procedures. So from your experience uh do you see any uh school corporation their referendum was challenged because they didn't uh follow the correct procedures? Do I see any difficulty with them being >> Yeah. >> No, sometimes um you know there's always one or two where you know we have to go before the county election board. Sometimes there's

032been an issue and this happens later to get it on the ballot. Sometimes there's been an issue there. But no, I haven't I mean there's been some things we have to work around but 99% of the time once we file follow this time >> follow this time table. Okay. >> Yeah. Another questions in case um I mean say after some research we end up we think probably we can skip we want to skip this kind of things. When will be the next time we can try this referendum? >> Um the law changed so that now you can only go on a referendum ballot in November of even years. So >> so every other year. >> Yeah. You decide every November of even years. So if you would decide um not to go in 26 your

033next time would be November of 2028. Okay. And regarding the cost, my understanding you guys charge the hourly rate. So I'm just wondering and do you have a ballpark estimate? I mean you are you already we already worked together last time. So for for you know us better. So can you have a kind of estimate because we want kind of cost >> that generally and it should be in our engagement letter but generally it's from 5 to 14,000 depending on how much um help that the school corporation needs >> but uh normally below 14,000 it should be >> yeah again it depends on what each school corporation needs but that's that's our range. >> Okay. Another question regarding this uh uh service is called the bond um name called the bond consulting service right bond

034counseling service. >> Yeah. Bond counseling service. So I'm just wondering I understand probably that's part of your business department whatever you call that section business from our point of view when you talk with the communities I mean we are not issuing any new bond they just kind of referendum things. Uh do you think uh is that possible? You can change the service contract to the legal service or referendum counseling service or something like that. >> I mean we can make changes if you want. That's been our practice since uh the state turned over to referendum that we call it as part of our bond council service. You don't have to be a bond counsel to issue bonds. I mean but we'd be happy to change the wording if you would like. But it's the same

035sort of services and our engagement letter covers that. It's reviewing state law regarding a levy. And that's really what bond lawyers do in school corporations is they work with you on your levies. It doesn't have to be a bond. Um it could be an operating levy. It could be a debt service levy. Um any of those sorts of things. So that's why it's called bond council services. >> Okay. So is that very difficult to change that to the legal service or something? the title of the >> I mean it would have to go through our firm policy but I don't think it means anything different because it's still working with your levies. >> Okay. Thank you. Appreciate it. >> Rachel, >> for anyone listening at home, the document in our board docs is bond council

036services. Uh the information regarding fees and billing is on page two under the heading fees and billing. Um so thank you for that clear documentation. I really appreciate it. If anybody wants to get it, you now know right where it is. Thank you. >> Thank you, Mrs. Mlen. >> Thank you. As Dr. Garner said, his recommendation is to approve the engagement with Ice Miller. Is there a motion? >> I'll motion. >> Motion to approve. >> Approve the >> Thank you. Is there a second by George? Any uh further discussion? No. Okay. Uh, David, I'll go to you first to approve the engagement with Ice Miller. >> Yes. >> Dea, >> you Rachel? >> Yes. >> Lawrence? >> Yes. >> Okay, that's 70. Um, wonderful. Thank you everyone and we will be seeing you soon. Okay,

037the and please don't feel like you need to stay. I'm sorry. The time for public comment was at the beginning. We don't do public discussion during the meeting. So, if you'd like to stay and talk with us afterwards, that'd be fine. Okay. Um, the next item on the agenda is C125. That is the policy regarding transfer students. And Rachel, would you like to take us through that? >> I would, but I'd like to make a motion to limit debate on this. Um, this policy has been open on our um documents since April of 25. It was kind of uh stalled for a while but it's been most recently very active for the past 90 days or with the conservative estimate. We have discussed this particular pol policy in different iterations about 10 hours in public

038meetings. Um so I would like to make a motion to limit debate to two rounds of comments per member not to exceed two minutes each and I would request a timer for that. >> Okay. Is there a second? >> Seconded by George. Any discussion? >> You said two minutes, right? >> Two minutes, please. >> I have a question. There's lots of different things that we still haven't totally covered that legal counsel came back on. Is that covering each of these separate topics? >> Uh, I would I would propose two minutes per option. Per option. Perfect. Thank you. >> Okay. This one requires twothirds vote. So, we'll continue to do uh round the table. And since I am uh not going to put David on the spot again, I'll go ahead and vote yes. George? Yes.

039>> Lawrence. >> No. Okay. Raises. Yes. UA >> Dea. >> David. >> Yes. >> Okay. So, that does not have the twothirds majority that we needed. So, that will not pass. Um, uh, let me write a note. Okay. Um, seeing as how that happened, would you like to go ahead and take us through anyway? >> Sure. I would still uh really implore my colleagues on the board to keep your comments brief and try and avoid repeating yourself. We have spent a lot of time on this one. Um, so we did meet in policy committee and then followed up. So when I say policy committee, I'm referring to myself, Dr. Papura and Mr. Wong. uh we met along with administrators to go through an initial presentation last Monday. We met in public works session as a

040board and reviewed um in general um we and then after all of that was reviewed we sent it to the attorney as you're all aware. So attorney has given some feedback on some of these items um that we we put through and requested of them. The first of them is in the very first paragraph. Um we changed some language uh and we discussed to make it um give a statement along the lines of enrollment in the corporation only being guaranteed for students who reside within the corporation's boundaries. Um our attorney has advised that they would not recommend guaranteeing enrollment. um followed up with additional feedback from ISBA legal who um kind of mirrored that uh exception as well. And so that's our first item for discussion is how we would want to edit that paragraph

041um to not say that we are guaranteeing enrollment. >> Yeah. Question for you. Um what was their logic behind saying that we can't guarantee enrollment for people that literally live here? I I think that there is always an exception. So they avoid just using guarantee language. I think we all know that is the practice. But it is the the legal obligation to allow everyone when there could be exceptions to that rule. I don't know what those exceptions would be. I'm just telling you what legal say. >> You think they'd be opposed if we use something a little less something persuasive but less ironclad like assure. I think that it is it is not illegal for us to use the word guarantee. So if we really feel strongly about the word guaranteed, we can keep it

042in there and still be in compliance with the law. I believe that it is just a caution against it. So I do think softening that word could be helpful if everybody agrees to that. >> Do you have a motion? Do you have a motion first and then discuss? I have a motion. >> Yeah. How are we going to run this tonight, Amy? >> Um I it's sorry it took me a minute to get it pulled up and my phone keeps ringing with spam. Um let's do um shall we do a motion to for each individual edit and then at the very end we'll do a motion to approve the whole chalupa say so yes I think that's >> yeah I think that makes sense >> five six items we need so when I introduce what

043I'll do is make the motion and then somebody can second off of that and then we can discuss if that works okay that's >> okay so I'm going to make a motion that we um consider this highlighted section, but I like George's suggestion of changing the word from guaranteed to assured. That's my motion for that part of the policy. >> Okay. Is there >> second? Okay. Um is there any discussion? I wonder whether the legal service suggest that we don't use this language because in some cases for example we may expel a student because of discipline issue or crime or I don't know just whatever reason we cannot guarantee or assure we will be liable for the sentence we put here. So alternatively we can remove it completely for now just to be safe because

044I don't know how guarantee and assure differ that much from the legal perspective. >> So to clarify for people listening the sentence that Dr. Yianis recommended striking is enrollment in the corporation is only guaranteed for students who reside within the corporation's boundaries or whose parent or legal guardian is employed by the corporation is specified in this policy. All our components of that sentence are addressed inside the policy. >> Okay. Um, so are you making a motion? >> Yes, because it was me who originally proposed to add this sentence and in the later part and we at the work meeting we move it here. So I see the legal council's suggestion. So I I try to understand what they mean and that's what I come up with. I think what they suggested makes sense. >> So,

045we can save ourselves a lot of vote if I amend my >> that'd be great. >> Let me on Dr. Yun's advice, I will amend my motion to strike the entire sentence beginning with enrollment and ending with policy. >> Okay. Is there a second? >> Second. >> Okay. Thank you, Lawrence. Um, any discussion on that? >> Yeah, go ahead. >> I think that's a good idea. Just remove this uh sentence. uh we can prioritize our in uh district uh students and other uh provisions in second. >> Okay. Any other discussion? No. Okay. We're going to do a voice vote on striking the sentence. Enrollment in the corporation is only guaranteed for students who reside within the corporation's boundaries or whose parent or legal guardian is employed by the corporation as specified in this policy. I

046vote yes. George, >> yes. >> Lawrence, Rachel, >> yes. >> UA, >> yes. Dea, >> yes. >> And David, >> yes. >> Okay, that passes 70. What is our next >> Rachel? The Google doc that's in the box. Is that the one we're working off? >> We are working off of second reading C125, admission of the corporation. Yeah, inbox. >> So, I will make that change. >> Sorry. >> Um, that's the one in the folder. >> Yeah, the one I'm the one I'm looking at is one in the folder right now. >> Yeah. Yeah, >> that's it. >> Okay, so the next highlighted section is in section A, children of divorced parents, item two. No later than 14 days before the first student day of the school year for which the parent seeks enrollment, the

047parent with physical custody of the child must notify the superintendent or designate of their election to enroll the child in the corporation. Um our legal council's advice on this, there was nothing wrong with including it, but it seems unnecessary. Um the and she further went on to say the law requires parents to select which residents they will use for enrollment. The law does not require the election to occur within 14 days prior to the start of the school year. The language around timing is meant to encourage early notification to the corporation for planning purposes. I'm going to make a motion that we upon the advice of legal counsel strike um item two from children of divorced parents section A. >> I second. >> Okay. Rachel moves to strike that. Lawrence seconds. Um, any discussion? No.

048Okay, we'll go ahead and do the voice vote. I vote yes. George, >> yes. >> Lawrence, Rachel, >> yes. >> UA, >> yes. >> Dea, >> yes. >> David, >> yes. >> That passes 70 to strike that part. >> Specific, >> we are striking A2. >> A2 >> under Yeah. children of divorced parents. >> May I ask a question? Not about that part, but about the first paragraph, the the one we just uh >> crossed the the next sentence. The legal council also has some comments on it. And I also have questions about it when we'll have a chance to ask question about this. >> Are you referring to the corporation verifies Indiana residency dot dot dot? >> Exactly. >> Yeah. >> Rachel, was that part of the original package of this policy or is

049that language that was added later? >> I think it was language that was added later. It's not in this document. >> It's not in the document you're working from. Okay. So, UA, you want to look at the corporation verifies Indiana residency under C125-R and reports on student enrollment ADM in accordance with applicable statute and Indiana Department of Education guidance as outlined in C125-E. Yes, I I have question about this one. Can I ask my question? >> Yes. >> Okay. The first is um um it says that the corporation will verify the residency and as we all know uh community members ask questions about it and so I wonder how we verify residency, >> how what our current practice is. >> Right. Yeah. And another question is we have 125-R 125-E. Can you explain their difference

050and uh or whether we will later review them again? And uh it sounds like they are some kind of appendix to this policy, right? Some of them are operationalized the policy we will determine here. So does that mean after these policies finalized we will visit those policies and make any necessary changes because we do hear feedback from the community members regarding verification of the residency. >> Okay. Um could Dr. Briner, could you share with us the current practice? >> To verify enrollment, a new parent must uh produce a deed or a mortgage statement or a lease of the home they are living in and then a a utility bill of some sort. >> Right. Right. I I see that. But but the the question we all received for the community members is will we do

051that annually or we will only do it once for all because the people who who bring the concern about that some people may abuse the system. For example, they show that residency proof once and the kids enrolled once the kids enrolled they move out. We do not do it annually. >> Okay. So then I I wonder for those uh operational policy later will we revisit them and change them to make sure that we do it annually and to prevent any abuse of the system. >> Uh you said we received that commentary. When did we receive that? >> An email. Oh, there was an email regarding issues >> just yes yesterday >> right yesterday and I heard that concern before but just yesterday that email remind me that is related to this enrollment policy and so

052and here we refer to it I feel that need to be clarified >> okay Rachel >> that particular I I would say I'm sorry. It seems to me that it's our job to set the policy that says these are the rules and then ask for our administration to put in place administrative guidelines to ensure that those rules are set. And if we received a community complaint, it would be appropriate then for us as board members or anyone in the community to reach out to administration and challenge or inquire related to those administrative guidelines. So, Dr. Dr. Riner, if you received a complaint from a community member that said, "Hey, so and so is not really living here and I've got a concern about that." What would be your response to that inquiry? I'm sure it's

053probably not ever happened, but if it did happen, what would be your response? I I probably would talk to my team, honestly, because no, I haven't had community members call and do that. And we could certainly call the parent and ask them if they live there or if they've moved, but I think we'd want to be careful if we had community members calling on community members. >> I agree. Thank you. >> Does that satisfy your question? Um, not really because I I asked is will who will determine the one 125-R and 125-E and we had that in the previous packet and uh my question is after we finalize this one are we going to revisit those policy and um make any changes for example sounds to me those annual verification is necessary Does anyone remember

054where this particular language came from? >> I do not. I'm sorry. >> I don't either. I I I move that we strike the whole sentence because it's confusing. No one knows where it came from and it's just causing uh delay. Can we can I have a second to that? That to strike the sentence the corporation verifies blah blah blah through C125E. Can we just strike that for now? And if legal comes back and says that it's something we have to have, we can put it back in and find out what they're referring to. >> But somewhere we need to specify how we verify the residency. Oh, the Yeah, the other school districts policies said that. I I check, but they have that information, but we don't necessarily Yeah, I we don't have it here, but

055we need to have them somewhere. >> Okay. Rachel, >> I would like to request that you um ask the policy committee transfer responsibility for that policy committee and when we meet next time, we will review those policies. In the meantime, I would second the motion to strike it from this policy for clarity sake. Policy committee will be meeting again in the month of April. I'm assuming Dr. Barura is going to agree to that uh when he's not jetlagged that we'll meet again. >> You were back. >> Yeah. April. So, I would just ask that you as as chair delegate responsibility for review of those policies that are connected um and present those at the next board meeting. >> That sounds great. And in the meantime, we have a motion and a second to strike that

056sentence. Um is there any further discussion? Okay, then we'll go ahead and do the voice vote. Uh I vote I George >> Lawrence. Rachel, >> yes. >> UA, >> yes. >> Staca, >> yes. >> David >> to strike that. Okay. Thank you. All right. So, we're going to strike all the pink yellow. >> Okay. Moving on. >> All right. Moving on. Section D, item two. Um, we had a question in our work session about the use of the word parent. If that word parent should be substituted for parent, legal guardian or just legal guardian throughout the document. Um, legal council responded that uh regarding legal settlement, the law distinguishes between parents and other adults caring for students. So she would recommend keeping it as parent. Um also in this section uh so I would recommend

057no change uh move no change in this section. We do have two edits that were reviewed by legal. One of them was deleting the word policy and replacing it with section D and the other was adding and residency in item two. So that is inside of the continued eligibility change in employment status. I'd like to make a motion that we make the section D and residency and item two edits and not make any change to the parent or legal guardian language. >> Okay. So, you'd like to move that we approve that um paragraph as presented >> with the exception the two edits. >> With the two edits. Okay. Um any do we need we need a second on that one? >> Lawrence. Okay. Are you with us? >> There you go. Okay. Um is there

058any discussion on that paragraph? UA just to clarify if a child's legal guidance is their grandparents and the grandparents live here or works here then we cannot take the kids. So I'm kind of confused here because it's not uncommon that some kids legal guardians are not their parents. >> That's correct. That's correct. So the law actually covers that specifically what as a parent legal guardian. Um and so there's no need for us to repeat state law inside our policy, but the law uses the word parent. Um so we would be aligned with state law if we use the word parent and that would cover a grandparent or a legal guardian, foster guardianship, any of those varieties of guardianship that happened. It would cover that inside our policy. >> Go ahead, please. Yeah. Um Dr. Dr.

059Griner has a clarifying comment >> when we're finished with this. It's something we talked about. >> Oh, okay. Um, is that all are are you clear on why we're using parent and not guardian? >> So, right now parents doesn't mean mom uh dad. It means all the legal. It can be parent uh father, mother, grandparents and um and other legal guidance. Okay. Thank you for the clarification. >> Okay. Go ahead. >> I'd like to go back just quickly and clarify for Dr. Yen's question when I stated we do not um annually ask every parent in the district that is a resident parent to submit a lease or proof of their home coupled with a utility bill. Each school does mail one time a year something physically to their address and those return items. there's followup

060in those parents but every parent is not required annually to go in and submit the documents. >> Um okay so we have uh corrected that paragraph. Is there any further discussion on the continued eligibility paragraph? DEA. >> Um, we had a community member reach out with a concern asking why we're allowing potentially depends on what we vote on, but in the policy currently we have brought up that we would allow current transfer students to continue, but we're not offering that automatic um continuation to employee children. So, I just wanted to share that I understand the concern and I think there is a desire for stability in this situation just like in the others. But my viewpoint is these situations are different. They're admitted for different reasons. Employee enrollment is a benefit tied to employment and

061it's not based on grade level capacity where transfer students are admitted only when we have identified that there's capacity. So I think that this capacity and we'll talk about it later. This is the key part of this policy. It's very intentional and manageable. And so that's why I feel like we want to treat our employees and their children just as much as any family. But the concern is if we put it all together, we're now risking making loopholes and making it um more difficult on balancing the purpose of potentially accepting transfers. So, I just wanted to identify um address that concern because I do think it is a valid concern that was brought up. Okay, >> George. >> Um maybe I didn't hear right. What exactly was the concern? >> So, we had a community

062member that sent an email to the board. I think maybe today we've gotten several emails um and had just said why are we not treating them the same like if we're willing to allow current ones to continue enrollment why aren't we saying this even if an employee moves >> the language to apply it okay >> yeah okay any further discussion before we vote on this paragraph okay so the motion is to approve the paragraph as corrected um I vote I George >> I >> Lawrence >> Rachel >> yes >> you need to clarification for which particular sentence >> because eligibility change in employment status. Okay. >> That whole paragraph. Okay. And your vote is >> yes. >> Okay. Dea. >> Yes. >> David. >> Yes. >> Thank you. Okay. That passes 70. Next. Okay. So,

063this next one is um one that we have on the option scenario. So for those who are not already in the loop who are observing this um as a board at our last work session we developed uh in places where we did not agree and we had different conceptual positions we created different options and labeled them as such. So we have option one, option two and option three on this. This section deals specifically with um the number of avail. It says without regard sorry excuse me it's continuing transfer students and it deals specifically with um who can transfer and how and what that is called. So, we did have some legal response on this. Um, and this did come back, Jess or our legal counsel responded that both of these options um, between one and

064two are legally okay. Though, I'd note you wouldn't need to actually articulate option two since it is effectively what the process provides. Priority given to returning transfers in light of capacity. Um it is um sorry I'm trying to follow along on the sidebars here. So with that in mind I would like to make a motion that the board accept as the starting point. I would like to make a motion that the board accept option two of this policy recommendation. >> Okay. >> And Lauren seconds. Okay. Thank you. Um, what's our discussion on this item look like? If we're looking at option two >> for the continuing, >> you turned your microphone off. >> That's okay. >> Uh, so for the continuing transfer students, Rachel is proposing option two. >> And I agree with Rachel and

065that's also consistent with all the feedback I I collected so far. And uh also what uh we we got a lot of emails. I I counted almost uh 20 and uh overwhelmingly people support too or reject one. And also I I surveyed the community and over the weekend and I heard back from more than 100 residents and I also talked actually I knock on doors randomly in different neighborhoods and uh I I'm I'm kind of surprised that people are quite they agree on pretty much agree on option two and uh and in addition I surveyed u other districts um policy on this issue. So far, none of the district actually has something like option one. So that's create a lot of liability for us and I I feel that can be risky to promise something

066and for two I I frankly speaking I I feel with the current number and the current continuing current transfer student may not be too worried about it. Uh but I just feel from our perspective we should protect ours. We shouldn't overpromise anything because we promised our residents that we will keep enrollment cap. We will keep the small class size. We sometimes we just not cannot promise too many things simultaneously because sometimes they will create some conflict in in reality. Um so yeah I I guess for for time concern I'm not if unnecessary I'm not going to report the stats I collected all the feedback I I I received but that's yeah again I agree with Rachel's proposal. Thanks. >> Great. It's wonderful when we're unified. David, what do you have to say? Uh if we

067were to uh adopt number two, would that mean that for the current seventh graders, we would have to remove all of the students who are transfers because we are currently at 211 um with 14 TSC transfers and capacity recommended capacity is 192. So if we pass this that would this way that would mean that we would have to remove all transfers in the current seventh grade class. >> We also would need to remove one from the current 10th grade class. Those are the two grades that are over capacity. >> Rachel, >> I do have concern with that and I because I this policy has come about while these students are are here and in our care and our education. So, I would like for this to um any students who are currently enrolled to be

068kind of I don't know if grandfathered is the right word, but be an exception to this. >> Okay. Um would we have to put that in the policy as well? >> We would need to check with legal counsel and make sure that we can go above and beyond for those sections and simply not have those grade levels open but not necessarily turn them away. >> Okay. >> May I George was first. Sorry. So, I understand the concern, but nothing in that language in option two requires us to remove anyone. >> It just says it's not guaranteed. There's nothing in the language that says that we're going to be removing people. >> Okay. >> Now, what this does though is in the future, if a board or an administration does decide to start removing people, this

069option does give them the ability to do so. And so, that's something I think we also need to be careful about. And if this is really the future that you want, then we can go with it. But be careful what you're writing. >> And legal counsel did suggest that boards can go above and beyond, but you can't go less. So I think you can close and we can verify that with legal counsel. But I think I don't think you have to turn them away. I think that you would close. You couldn't accept additional ones, but I don't think you would be required to turn them away. And to be clear for the people playing along at home, we mean close those two grades to additional transfer students, not close everything. Okay. Um, UA, go ahead.

070>> Yeah, I appreciate what George and uh, Sean said that that's very helpful and because that will make me worried too. And so but just uh to share what I learned um from my my door uh knock on door with it. Actually one parent in told me that uh he used she used to transfer her kid to our district and like many years ago and at that time Rocky basically every year gave her a warning that okay I'll take your child this year but it's not guaranteed. So it's just a so it's kind of like our option to it's yeah it's you know you the the district can dis can decide but we just cannot overpromise. So that's also the reason that that uh community member moved in eventually because he he she she didn't

071like that uncertainty. So I com our community ask us to provide incentive for people to leave here and move here and don't move out and I think the two will give people the incentive to stay with us and join ours and >> thanks >> Lawrence. >> Yes I'm just want to share this our policy say make a reasonable effort. I think that's uh from policym's point of view that's pretty good language. So we give our administrations uh enough flexibilities and autonomies uh when they run the day-to-day operations. So from my understanding uh the high school have a little bit more flexibility handle actual student. Correct me if I'm wrong Chad is there. So that's my understanding. So, so I think uh this policy language is pretty um and from policym point of view is is

072good and we also while we keep the the idea in the policy and also we give the administration team the principles their uh flexibilities handle these kind of uh capacity issues. Thank you. >> Okay. Um Dea. Okay. Okay. So, just to make sure I understand what we're saying is this year, if we have like we have two grade levels that are above capacity, those transfer students are allowed to stay. But when we're in the same boat, per se, next year, if we had a grade level, not those two grade levels, that were above capacity, then those students would not be allowed to continue. Is that what I'm understanding from this option two? I believe that it would hold true what we're talking about with the two grade levels currently actually because at the time that

073we accepted students moving forward, we wouldn't be at capacity. But if let's say we ended up with additional students that were in district and maybe we were two students above in a following year, we wouldn't be required to turn those two students away, but we would be required to have that section closed. But that's what we're doing. So that philosophy is actually number one, option one, because what we're saying right now is if we're above capacity, we don't allow new students. So that's option one. Option two is if we're above capacity, those transfer students, let's just talk about future and not deal with the present right now. Future ones will not be guaranteed spots. So I'm just trying to un clarify that they are different options and we can't treat option one and two the

074same. >> If Dr. Yen, if I misspeak for her, I I want I would prefer that she speak up after I speak. But what I think Dr. Yen is suggesting is that option one guarantees it. Uh so if option two, if you're two students over and we've and we've got the capacity and that it's not going to negatively impact learning, we can keep those students, but we can't uh open the grade level if it's at capacity or above. But let's say 50 students came in and we needed to make a decision that 25 couldn't stay or it was going to negatively impact in resident students. working with the board, we we we would have the ability to quote unquote not guarantee as Dr. Yen is suggesting and we could do a lottery system to see

075who stayed in the district. I'm not suggesting the board would or would not do that, but it gives that flexibility that Dr. Yen is suggesting. If I've misspoken for you, Dr. Yen, please speak up. >> Yeah, thank you. I just believe that we cannot overpromise. We can we cannot even guarantee that we take our district students in the earlier part here just nothing is guaranteed just I feel that we will take a reasonable effort to keep students to have them continue their education here but we don't guarantee anything and also I I feel we may speak for the future school board members or future residents and for this I I don't feel comfortable to say so and The option two is also consistent with many other districts accelerate and people say this application this acceptance

076is on yearly basis and nobody said oh we promise that you will once you are in you always in thanks they just for consistency I don't think we are that we should make any exception here and also that I feel that will really frustrate the residents George. >> So, according to the demographic projections we've been getting for the last couple years, the scenario that we're describing is not likely where we'll suddenly have 50 kids move in. But in the event that it does, this is exactly the future I was talking about just a second ago. So, which one of us on this board is going to volunteer to be the one to draw the names out of the hat to throw some kids out? Uh, Dr. Dr. Graner, what process would you use and how

077long would you be able to stay in that process before you decided that was enough? >> The process we would use is the same process that we will use uh with new students coming in. >> Again, that that is not a future that I want to contemplate. So surely we can come up with something better than this. >> It feels like to me we're not it's so if I'm hearing correctly, if we're two over capacity, that's acceptable. If we're 50, we're not. That to me is still gray area. If we're over capacity, then that means students aren't allowed to stay. If we're not over capacity, then that means students aren't allowed to stay. So, help me understand what I'm not >> I just use the example of 50. It really boils down to the guarantee

078that Dr. Yen is talking about that you you you cannot go less. If our capacity is six students, then the lottery you would take the six students up to that point. you cannot go less. But if I'm under and I I will verify this with our our legal counsel, if you want to go over to protect those students and we determine it's not going to negatively impact learning, we can keep those students in. And that's the example of the two grade levels we have now. There's been nothing negatively impacting from the um um uh perspective of our principles impacting learning. In fact, they welcome and would like to keep those students. So, we wouldn't turn them away, but if it was negatively impacting because of numbers, you could. And so, that just puts in um

079into effect the no guarantee that Dr. Yen's talking about. Rachel, >> I just want to reiterate to my fellow board members that legal has stated very specifically that we don't need to actually put anything in here if we're choosing option two. It's effectively what the process provides that we're hitting later on in this policy that priority will be giving to returning transfers in light of capacity. So this entire section actually could just could just disappear in this part. I'm not I think it is agreeable to leave option two in there as just as clarifying language, but in the future anybody in policy would need to be mindful of a total revamp. If one of those things changes, they'd have to go back and also change this redundant language. Again, I don't think it's bad to

080have redundant language in this, but keep in mind it's not necessary what we're haggling over right now. >> Okay. You >> the Can I say one more thing? The other Sorry, you didn't see me, but Go ahead. Sorry. the um if we find legal counsel suggests that I did misinterpret. The other thing you can do is what legal counsel had said if you were going to completely close but keep the students until they worked theirelves through the system. You could say in the um grade levels where we're ab above capacity now with the new numbers until they've worked themselves through the system. Those grade levels the board could guarantee those students by simply saying the capacity for I'm going to make a grade level of 12th grade that we're 12 over. Um, so if if

081instead of it being 192, it's 192 + 12, that's what we could report to the state as uh our grade level capacity that year for that grade. The law really is trying to give the board discretion and give the board the ability to accept transfers, but while also doing it through a fair process. So there's a way to address it. Um and and then from there we could work to ensure that we are working hard to stay at capacity moving forward once we were at numbers the board was comfortable with and of course those capacity numbers can change from year to year as we suggested through the review of the data uh when we come together with Mr. Reutder and the administrative team and we discussed numbers with the board >> you to follow up

082uh with Rachel's comments and which is also the legal council's suggestion and I heard from uh community member who happens to be a lawyer and that person told me I don't think you need this section at all for continuing students because you already said in the later part that the everybody need to apply every year and it's subject to capacity and the continuing transfer students has the first priority to get enrolled so that covers what we are saying here in the for this whole continuing part and again I checked other school districts many of them actually don't talk about continuing students just everybody need to apply every year and I I knew they also make a reasonable effort to keep those students and everybody wants students to be successful and so just there's no doubt.

083So would someone like to move to strike this whole meeting? >> Amend a motion. Rachel, what are you amending? >> I'm going to make a motion to remove option one, two, and three. >> Can I interrupt point of order? >> Sure. Hand up for discussion. >> Um I know you can't. >> I'm sorry. >> No, I I glanced over, but you I'm sorry. Go ahead. Um I I don't think it's a good idea to remove this because then it leaves a lot of ambiguity. Um I also think that if we accept option two that causes a lot of challenges for us in defining what is capacity um and having to change capacity especially if we do end up leaving capacity numbers in the policy itself. I also think that if we make if if we

084admit a transfer student, we are largely making a commitment to them that we should allow them to stay, especially the students who we already have in a school district. So, I think that um with option two, that that may give us um more problems than than what we want. What I think when we're at capacity or over capacity, what that should mean is that we are not going to take new transfer students into that grade. I think I think going beyond that and potentially removing students is problematic. When would we remove them? If we go over capacity the day before the first day of school, would we then remove our a an existing transfer student on that day? I mean, that's that's what the policy would uh potentially suggest. So, I I don't recommend that

085we go in this direction. >> So, I'm still going to amend my motion, please, that we strike options one, two, and three. So, we'll strike all of the continuing transfer students. Yep. >> Okay. And Lawrence, you're seconding that. Okay. Discussion on striking this whole redundant section. So if this section is cut out, what our policy currently says is if we are above capacity, which currently we are in two grade levels, we will be doing a lottery with our current transfer students to determine who takes those final seats. So I'm just clarifying that is what our policy then says. It feels like I'm hearing I'm hearing people that say I don't want to guarantee anyone fair point. I don't want to kick out any new transfer students we take, but we're going to follow what we've

086written about capacity and available seats and we cannot have our policy written the way it is and follow this mindset. >> It's a good point. >> Okay, >> you in that case, can we then go for option three? Basically, it says for the current one, we we keep them, but for the future, there's no guarantee. But yeah, actually, I I'll take back what I said because I I feel that's still a lot of guarantee. I I don't like guarantee in general because that's too much responsibility. I I'll take it back. I >> short declarative sentences make this a lot easier for me. >> So, you're not moving anything right now? >> No. Well, I can go either remove the whole section for the continuing students or keep option two. So that's either way I'm okay.

087Thanks. Okay, >> this is Austin. >> Yo, the board I don't think has yet addressed capacity. >> No, we haven't. >> The board has not yet addressed capacity to know if you would be over capacity or not. >> Good point. >> Can we set this one aside? Go to capacity and double back. >> Yes. Yes. Let's move to is that tableabling or is that the other one? >> We'll move to table this >> table goes to the next meeting. So, we're just going to >> we're going to postpone that. >> Postpone this one. >> Postpone uh this part and we're going to move on. Um >> about that. Just >> we're going to go do capacity and double back to this one. >> Okay. Yes. Yes. >> In the same meeting. >> This is why

088we do this in committee. Um right. Okay. So we're moving to B capacity, ADM count, and available transfer seats. Is that right? >> Right. So this one, there's a lot of moving parts. So the first vote that I think that we need to take is whether or not we include the table or a link to the table. So the table we're talking about is the capacity table by grade. And um the for as I understand it, the the differentiation between that is if we link the specific capacity table inside of the policy, it would be a dual vote in order to change those numbers by the board where if we put a link to it that we put our intent and we put a link to it, it is not two votes in front of

089the board uh to be able to adjust it. So, I am going to make a motion that we um put a link to the table inside of the policy so that the community can still look at the detail detail and be informed, but so that our administration has a little bit of flexibility um with some expediency. So, I'm going to make that first thing. This is just on table or not to table. I'm making a motion to put a link on the table >> and we're not gonna table the table. >> We're not tableabling the table >> because that would just Okay. And George, >> okay, we're okay. The current discussion is are we or are we not going to put the table in the policy? Who has things to say? >> Motion is put

090Rachel moved. George seconded. Now we're talking about that specific small part only. the table, >> right? The link of the table. >> Anyone have words? Go ahead. >> I think a link is prudent because it allows everyone to know exactly what the numbers are without binding us to a procedure that we're requires to have multiple readings and multiple votes to change those numbers when we have to. >> I I agree Lawrence. Yeah, I think man if I understand correctly one thing need to be clarified is uh if we put this table on the link and whenever uh the admin administration team won't change that uh we need we both need to approve that. So that's really one vote is that correct uh Dr. Ger >> that is correct Mr. >> Yes. So that's that's my

091understanding one vote worth vote so that that's I tried to clarify it. So cool. >> Okay, you guys. David, do you have anything to talk about on this part? >> Nope. I just didn't want to ignore you again. >> Um, no, I'm good on this one. >> Okay, Dea, go ahead. So, I actually feel pretty strongly that the capacity chart should be included in the policy. The capacity is what's determining our transfer seats. And so this is once that capacity um is in place, it's providing that stability and predictability to our teachers to know what class size is. It helps the community understand what it is. If we were to make any changes, it would be very clear to the community we're making changes. If it goes through a two reading policy, um this should

092be um adjustments like the timeline is if ever capacity numbers need to be adjusted that can happen between kind of the budget meeting and finally finalizing the March deadline. So there's plenty of time to have two readings and changing capacity could potentially cut classes, cut sections and have a direct impact on our staffing, the working conditions, our kids. So I think something at this level should go through the pro policy process and take two readings so that the community is well informed of why capacity needs to change, how that would affect potentially transfers, teachers, class sizes, and then we do a vote followup with that. To me, that is not something that just kind of happens behind the scenes and then it is in the board packet and it's all done with that. Okay, George,

093>> I understand that concern, but part of the reason that is a little bit uh unwieldy is because the very first sentence is the superintendent or designation annually calculate the available transfer seats and present the non-resident enrollment notes to the board uh at or before the March meeting. So, they've got to do work on this constantly even they're only going to present it to us in March. And so, uh I think there's still a lot of public notice if we have one vote rather than two. And it gives the administrative team time, flexibility, and honestly a little less pressure to make sure that the numbers are what we need them to be. >> Okay. Any other discussion? You agree with George? Okay. Neat. Anybody else? Okay. Let's vote. Um David, we're voting on a link

094to the policy or the the I'm sorry, the capacity table rather than having the table in the policy itself. Let me >> Yes, hang on. I should I could have read this scroll down provided specific language. So, let me read the language actually. >> Cool. >> A link to capacity. >> Oh, thank you. >> Thank you. >> A link to capacity shall be posted on the corporation website and updated annually. Any changes shall be recommended by the superintendent approved by the board. The link to capacity information is included in this policy. for reference. Insert link here. >> Okay. And David, does that change your vote at all? >> That's only requiring one vote for us. >> Yes. >> Change that, >> right? >> Okay. Yes. >> Okay. Dea, >> no. >> UA, >> yes. >>

095Rachel, >> yes. >> Lawrence, >> the link. We're voting on the link. >> Lawrence, >> yes. >> George, >> yes. >> And I vote yes as well. So, we're going to put a link and pass the six to one. Oops. Okay. So, the next one is one where we probably had the biggest um amount of diverse opinion or passion behind those opinions. Um we're dealing with available transfer seats may further be limited so as not to exceed the maximum enrollment. The decision for deter determining capacity option one by grade level capacity, option two by grade level capacity or district capacity and option three by grade level capacity, district capacity or total transfer capacity. Um this is something where our administration has clearly recommended and pray and prepared for option two. And so that is my

096motion that the language of the policy will read the decision for determining capacity is by grade level capacity or district capacity. >> Okay. Is there a second? >> Second by David. Okay. Um any discussion on this item? I proposed to the option three and add the total transfer capacity or in other words the total number of transfer students and by the way I I wonder whether we should use and instead of all to connect the different uh limits and the reason is so just if we don't set a cap for transfer capac transfer total number of transfers so We may have more and more transfer students and more and more people who don't move in or move out and become transfer students and maybe we don't reach the total capacity or the greater capacity but

097we will have fewer fewer resident student which will create a problem and for tax in the future also just practically the pick up or drop off lines will get longer and longer the hills and the deals become a parking lot for students and just yeah I don't think that's sustainable and so I believe it's very important we set a cap for transfers it's just like in many neighborhoods they set up cap for the total rental unit it's quite common it's just and you can the we can decide where to set up the cap but I believe We should have a cap. >> Are you making a motion? >> Yes. I I move to take option three. >> Okay. U moves option three. Is there a second? >> Okay. Uh so now we're talking about option

098three. Um what would you like to say about that, Lawrence? Anything? Oh, >> I think uh other on top of uh uh grade levels uh cap and also total cooperation cap uh plus the um the transfer cap it will be help us management uh manage the um uh the transfer students. Um so it's kind of uh we have more flexibility to handle this uh transfer student issues. So that's my uh uh that's why I think this makes sense to me. Thank you. Okay. David, were you trying to get my attention? >> Yeah. Lawrence, when you speak, you mind speaking towards the microphone because I can't hear you. When you turn to Amy, I couldn't hear you. >> Oh, I'm sorry. You I'm sorry. You want me to say that again? >> Yeah. >> Yes, please.

099Yes, because I I think uh include the total uh transfer student cap makes sense to me because that will help us uh the school uh to manage manage the so-called limited open uh school district. So uh we can uh uh make that uh under our we have more because right now we don't need the uh cooperate with TIC or other school corporations. We are totally uh make the decision. So we have the flexibility to handle uh this transfer student. I think that's the uh the pro for this approach. Thank you >> Rachel. The compelling argument for me on option two and why I would discourage the passing of option three is that our administration who are charged with implementing this policy in the day-to-day work have recommended option two is the one that will give

100them appropriate flexibility versus rigidity. And so, um, I'm going to believe the professional educators in the room and I want to remind everyone that, um, passing three will, uh, require them to go back and rework all of the information, um, that they have provided for us previously on option two. So, um, if they thought option three was viable, and I don't want to put words in Dr. Griner's mouth, but if they thought option three were ideal, they certainly would have chosen to do that supporting work uh in preparation for this meeting. >> Okay, George, >> you know, in all the discussion we've had about option three, I've never heard anyone specifically say a number that they had in mind. So, does anyone have a specific transfer student cap in mind that they want to enforce

101as a part of option three? >> You motion, so go ahead. Yeah, in one of my emails I said maybe I send too many emails. You missed it. That's okay. And uh I think I said uh currently we have 40 58 and also and last months I saw number 140 something for the current one after the senior graduate and so I feel we can set up a number around that. for example, let's say 160 is still above what we have right now. And just to give the administrator some flexibility and the space and another thing is as we all know in from 2021 to now our transport number keep going up and the resident number keep going down. So that's not a good trend for us to to have sustainability in in the district and

102as I said you know when people move out and transfer in it that doesn't change the enrollment but we lose resident and that's very scary for a long time we have been saying we don't have enough houses in the district for families due to the landlock and but it's so common that when people moved out in many of the houses are converted to rental properties and we are losing more houses for families and I I am really worried that it's it'll become nonreverseful and also from the survey I I collected from the community more more than half of the community members actually voted for option three that's what people want at least yeah if you have other survey result and happy to see it but from what I learned so far and That's what people

103want. And uh again, you can set up the transfer number fairly high, but I believe we need that number because it cannot go non-stop. >> Okay. Dea and then Rachel and then George again. >> So, I agree that we need to have um a total transfer. I would like to see it a percentage, not a number. And I would and I'll explain that and then um adjust the emotion. But I don't think that it's unreasonable at this point in the policy to add that third item, it won't change anything. There's nothing that administration needs to do. My view is that we don't want to become a commuter school. And when we take a number and put it there, it helps the community very clearly see this is the amount that we're willing to take of

104transfer students. And if it goes if we feel like it needs to go above that, we need to look at our policy. My view though is I don't want a number where it's like I don't know where do you get that number from? Why did you pick that number versus another. I like the idea of having a total transfer percentage. And so um if it's decided to have this maximum enrollment, you just take a percentage of that and that's the max number of transfer students. So when I ran the numbers, if we were to do 7% of 2320, which is what the current one is, that would be 162 students. So um I would like to amend Dr. Yen's >> I don't think you can amend someone else. I think you need to make a

105new motion. >> Can I make a motion to change option three to say total transfer percentage of 7%. 7% um for option add that to option three. >> Oh, we know how much I love embedded motions. Is there a second on that one? >> Okay, UA seconds. Is there discussion on setting a percentage? >> Go ahead, George. >> Yeah, so we've been doing a lot of future casting in this discussion and we're talking about the risk of people moving out. um if we're setting up a policy where it um transfer places are not guaranteed and if people move out presumably that opens up houses for people to then move in. So people that move out do run the risk of getting placed out of the school district because someone else came in, bought their former

106house, and is now taking their spot. So I I personally think that that's a problem that solves itself. And matter of fact, it may help uh because then we'll have more houses for sale in the community. >> Okay. Rachel, >> this is just a general comment related to this entire section of the conversation. Dr. Yin keeps mentioning her community survey. Um, so I just want the people in our community um to know I did not receive an invitation to this survey and did not have access to it. Um, and I'm certain that that Dr. Yin has my contact information. Um, and and I caution against the use or calling this a community survey. It is clearly not a community survey if not everyone in the community has access to participate in it. Um perhaps it

107should just be called the ex neighborhood survey. Um but I think it's very misleading and in fact it's fairly insulting. I'm somewhat offended that I'm not considered to be part of the community and I wouldn't want any of our other community members to feel like they are somehow less than or not important to Dr. Yin's data gathering. So, I just want to be clear in saying that community is a very subjective term in its use in our meeting here tonight. >> I didn't get it either. >> I'm glad I wasn't the only one left out. Dea, um, back to my motion, I think putting a percentage also, um, incentivizes administration to get more residents to attend our schools because if our resident numbers increase and we're 7%, there's a couple more transfer students that administration

108can bring in. So, I think it gives a positive message to our community, very clear, what percentage are we willing to stop at bringing in transfer students? It also gives a great um incentive to our administration to get more residents in the seats which is what we want and then potential of that. So that's why I feel like this is important. >> David, >> I am not sure that we need to have a number or percentage uh for this. Um for the other caps, we have very clear reasoning um why we have specific caps um for grade level and for what and for having and for total capacity. They're based off of roughly how many students per class per grade at least at the elementary schools. when we go and further limit um the to

109the transfer students, we based off of an arbitrary transfer student cap number. That then also limits our ability to balance grades, which I think is one of the really key things that we're trying to do here is not have one grade where we have seven classes and another grade where we have eight. so that teachers then have to either change grades or somebody or or things like that. Um I think that the grade level capsu that go along with a total overall cap makes much more sense for us than adding in some an arbitrary uh total transfer cap. And it could be a hundred for a total transfer cap or it could be 200, but a specific number or or even percentage at the moment doesn't make sense to me. It's also something that we

110can always come back to later if we do feel like the transfer numbers start to have started to increase uh too much. Then we could we could go back and add add in a cap and modify the policy. But I don't think it's right to do right now. >> Sorry. Thank you. UA go ahead. >> So without this number right now for example our sixth grader is a m it's a smaller group much much smaller than the cap we specified. So that means it's actually safe for the people in this grid to move out and transfer back in because it's unlikely for this grid to reach the capacity level. And if they move out and move back, that will not impact the total capacity either. So, so basically for any grades that they have a

111smaller enrollment, it's okay for those people to move out and transfer back in. It's fairly safe, I would say. And actually, I already witnessed that many community members and moved out in transfer back their case. and uh just based on my firsthanded um um data and I I ask for the data from the district sounds like it's difficult to get but but I I see that can be a trend also if let's say a new family come and their kids will join the sixth grade and right now there's no incentive for them to buy a house in our district because that that grade has a very very low enrollment and so we don't encourage people to move in and uh however if we have a total transfers we are going to reach that transfer that

112means okay even if we don't reach the capacity for that grade don't reach the capacity for the whole district people need to move in in order to come to join our school it matters >> here's how we're going to do these votes the first vote is going to be on the motion to change options option three to say 7% or not. The second vote is going to be on whether or not to accept option three and then the third vote moving backwards will be whether or not to accept option two if option three is not accepted. Everybody clear? Cool. Okay. So vote number one we are what? >> Sorry. May I just ask if we are going to so of the three has two options one is a percentage the other is a total number

113right >> you repeat what I said >> yes I but I I haven't heard from administrator regarding if we do the this the number three do they like a number or percentage and because I I'm okay with either way but I will like to honor what the administration prefer >> the motion was for 7%. So if you would like to weigh in on 7%. >> 7% is equivalent to 162 act maximum. >> Okay. >> Our preference is option two in general. And so if the board votes on something else, our team is going to work to ensure that we can do the best we can to keep funding revenue and class sizes and programs consistent. But >> our option would remain option two. We've talked about that even in the summer. So, and we certainly

114been been inclusive uh included our our uh um our administrators even at the building level. >> Okay. You >> I wonder can someone um propose a solution for what the problem I propose? For example, in the case when somebody have a case who will enjoy our sixth grade, they don't have to leave here basically because we we are short of students for sixth grade. And I'm pretty sure based on the data we we have recently. >> I'm not sure that it's appropriate for us to try to govern at the level of the children who may or may not move in to sixth grade. I I think >> because we are people ask us to provide incentive for people to move in non >> to follow the question please. >> Okay. Um the question is the

115percentage of 7% in option three. Um we'll take it this way. Um I say no. I do not want to change it to have a specific percentage. George, >> no. >> Lawrence, >> yes. >> Uh Rachel, >> no. UA, >> yes. >> Dea, >> yes. >> David, >> no. >> Okay, so that does not pass. Um, the next item is uh the option three to be accepted. Um, so we >> I could clarify um just for those listening, this is getting a little confusing and I know you can't see it. What we're voting on now is option three, which states um decision for determining capacity by grade level capacity, district capacity, or total transfer capacity. That's the vote right now. >> Right. So, um a yes vote means you want that to be adopted into

116the policy and a no vote means you do not want that to be adopted into the policy. We'll go the other way. David, >> sorry, the mute buttons in a in a different place than Zoom. Um, I I vote no. >> Okay, Dea, >> yes. >> UA, >> Rachel, >> no. >> Lawrence, >> George, >> no. >> I vote no. So, that one also does not pass. Um, so now we're back to option two, which is the recommendation of our administration. Is there any further discussion before I call this vote? >> Um, just want to say that the language here is decision for determining capacity by grade level capacity or district capacity. That is the language we're voting on. >> Cool. Okay. Um, I vote yes. George, >> yes. >> Lawrence, >> yes. >> Rachel,

117>> yes. >> UA, >> how clarification? And so should we say all or >> it's as it's written in the policy right now? means operational wise. So how to let's say when we administer student it reach the the greater level capacity but not the district capacity. >> All right, we're voting. So we've already passed it with these four votes. Would you like to vote or >> No. Okay, thank you. Desa, your vote. >> Um, yes. >> David, >> yes. >> Thank you. Okay, that is 621 to pass. Um, okay, Rachel, where are we? Why don't we take a minute? Can we take a little quick break? >> Let's take a break. >> That'd be great. I'd love that. Thank you. >> We'll take uh five minutes and come back. Can you look at this? at

1187:55 and we are continuing C125. We have just passed option two um under section little B there and now it looks like we have some green language to deal with. Right. Well, so the next section that we're going to is um it's kind of out of alignment where you're looking, but the table vote was in here twice actually. So, it's here and it was up above. We've already resolved the table vote. >> Hang on. We have double audio for a second. Oh no, it's me. It's >> coming out. >> Okay, we're better. Sorry about that everyone. Amy in my ear. Okay, so the next section that we are on in this policy is under the heading decision for capacity. So in that we have two options currently listed. Option one is our administration rep recommendation.

119Um and it it deals with the link in there. This language is is repeated in there, but the the new language here is uh is this capacity for each grade level shall be indicated in the linked table available on the WLCSC website. Insert link here. Transfer applications shall be considered starting with the kindergarten class and moved to each subsequent grade level, first, second, third, etc. except as where prescribed by law, no other transfer students will be admitted if the grade level capacity is reached or if the total corporation enrollment would exceed 2,320 students through the admission of transfer students. Um so this is kind of the followup specifics to what we just agreed upon. Uh and that's option one and my motion is to approve um option one on decision for capacity. >> Okay. I

120have a question. Since we decided to put a link out to the table, the table is not included in your motion. It's simply the it is just the language. That's correct. Not the table itself, but the table information is there for board members to review as we are looking at it. Yes. >> Great. Thank you. Is there a second? >> Well, George, >> one of us. >> One of you. Okay. All right. Any discussion on that language? Go ahead, Dea. >> Um, so the first point um is I my recommendations for option two was actually sent before the like that was in my original revisions and then administration came back with these. So I'm actually fine with what administration came back with with their capacity. >> But I do have a question. If this is

121approved, we're approving this paragraph to be included in the policy plus these capacity numbers. Is that what I'm understanding? Because my understanding is the board does vote on the capacity. And so even though the table won't be included in the um policy itself, this exact table would be the link. And so the board is approving that. And at right this point we're >> Yeah, since there's no dispute, if if you are happy with these numbers, then we can go ahead and include that in the motion. I'd be fine with that. Is that Rachel amending? >> Yeah. No, it just is the Dea is right. I didn't speak correctly on this. It is approving the paragraph that would appear in the policy, but the table is there for a review, and that would be the content

122that we are approving on the linked table. And so, it is both things in that vote. >> Okay, got it. Thank you. Any other discussion? Okay. Um, in that case, David, can we start with you? >> Yes. >> DEA. >> Yes, you can start. And I vote yes. >> Oh, I'm sorry. That was sneaky, wasn't it? >> Okay. David votes yes. DEA. >> UA. Rachel, >> yes. >> Lawrence, >> yes. >> George, >> yes. >> Amy, yes. Okay, that passes. Um, wonderful. Thank you for that. The next item is purple. So, it's transfer applications and student priority. Um, item number one on there is highlighted. Continuing or current transfer students having completed the prior school year in the district will have the first priority enrollment. Um, David had made a comment here. If we vote

123to retain all continuing transfer students, this needs to be deleted. Okay. Um, so we need to delete that. >> We Well, we need to move to the >> I think so. I'm a little bit unclear and so I was hoping to maybe ask David to explain what he thinks should happen with this particular item if you don't mind. >> I Yeah, I'm happy to talk about that. As we talked about last week at the meeting, if we don't if we uh choose option one earlier where we say that um transfer students are um that we'll keep transfer students uh or without regard to um total capacity um we'll keep transfer students then this sentence here becomes unnecessary. However, if we vote on option two or option three earlier, then we have to include this. So,

124this is dependent on what we decide on um the on the the vote that we didn't table but put on uh the counter, >> right? Okay. So, it sounds like it's time to circle back to that part. So, we're going back up to page one, two, where are we? >> Section E. We are on Yeah. Um >> section E page three and four. Thank you. >> Yeah. >> Okay. So, do the motions from before? No, let's just do new motions because otherwise it's confusing. So, Rachel, am I understanding that you are still moving option one? Is that where we're at with the Sorry. Option two. Good. >> I would like to make a motion to approve option two, please. >> Okay. Is there a second? Thanks, Lawrence. Okay. Um, is there discussion DEA? Go ahead.

125So, I before even deciding how to vote or where to vote, I want to understand I mean I want to make sure I'm understanding if we approve option two, what we're saying is some of the students in seventh grade and 10th grade will not continue next year. And I just want to make sure we're all clear on what this is saying before we discuss. So in my mind that is not what it's saying. It's not guaranteed but the administration will make so we can go above the policy is that I understand it. So this would not boot those students from my interpretation. I'll let Dr. Grryer hit this one but it wouldn't boot those. It would just say that is not guaranteed. So I don't Is that how you're interpreting it, Dr. Grryer? >> Yes.

126And I did um text our attorney >> back when the discussion was. I just hadn't had it yet and I do have it now. So I was waiting until this discussion and I had said option two would not require us to send students over capacity away. It would just require us to accept additional students if above capacity. Correct. Or would require us not to accept additional students if above capacity. Correct. And her response was correct. That's how I read it. So her interpretation of the law is that it wouldn't and and what you're putting in policy is that it wouldn't require us to turn them away, but it would require us to close the district. And if you go down and look at the >> Was it the district or the grade? >> the grade.

127If you go down and look at the uh capacity table that you just um accepted, you can see um that that's consistent too with that. >> Okay. So, I know in some ways I know I'm repeating myself because it's I still just this isn't making sense. So option one, that grade is closed because it's above capacity. Option two, we're saying that grade is closed because we're at a capacity and we're letting I'm saying there um we have this gray area and that's in my view what we don't want in a policy. I don't want a policy that says randomly sort of the superintendent decides every year do we keep the so currently we have 10 19 extra students above capacity in seventh grade. So then it just is random if the superintendent says 19 student

128stays. Um sometimes it's one student stays, sometimes 50. I think if this is what we want, we it has to be very clear when we keep those additional transfer student those transfer students and when we don't and not have it this gray area. That's what causes the most stress on these families and also I think discourages them from being a part of our community because they can't speak up. They can't, you know, they're scared of their spot and so they're very cautious. But if it's very black and white, if we're above five capacity, we're keeping them. or if we're, you know, right now we have to say something. We can't just not say anything because it's not answering what we need to do when we're above, >> right? I think Dr. Purper is going to

129want to speak because he had his hand up, but I do want to say Mrs. Munford, first of all, I hear what you're saying and respect it very much because I'm not one that wants to be the one turning students away. So, it would be something that the board and administration would discuss if we were ever in that situation. The way I am interpreting this and what I gathered from legal counsel is that the black and white component is clearly if we are above in a grade level we are closed to that grade level. So we are not accepting other any other students >> any new >> correct >> transfer students. >> Did I say that in >> but that's same option one and option two. So that's I mean that I don't think is

130a debate on either of >> David if that makes sense. >> Did that help to clarify but we can let's see what David says and then I will further clarify if >> go ahead David. >> Yeah I I do think that option one and option two are different. I think that option two leaves a lot of gray area like Dea had said um of sometimes we might let them stay u if we're over capacity and sometimes we might not. I don't think that that's an okay space to be in. I think that right now the being um 19 over capacity um is not something that we will see in the long term once we implement this policy. I think right now we have a couple grades that are higher because um just the way transfers

131happened in prior years, right? But when we allow new students to transfer in uh in the future, it will only be in grades that are are below capacity. And we're not going to have an influx of 10 or 15 kids into one grade in the future. But keep but making it clear that the kids who do transfer in aren't going to be um just uh let told that they can't come back at the last minute. Um I think is really important to make sure that that isn't there. But option one does give us the leeway as a board to make a decision that we see over the past few years this grade has had an increase of 10 or 15 kids. So, for next year, we're going to have to say that um we're g

132we're going to reduce that that grade level because we're saying that we can change our policy about allowing them to stay. But then that requires us to do that over two meetings and be very clear and transparent about it. Um whereas option two I think leaves a lot of gray area that um that isn't as clear and it it leaves a lot of um uh stress for a lot of families. >> George, >> so part of the determination in all this will be the numbers that you and your team bring to us in March, right? >> These are aren't these the numbers >> I mean for in subsequent years. >> Correct. So, if we're going to have some projections available before we approve um what we're going to allow in the fall, doesn't that take

133care of itself? >> So, when we come to March, what happens is we have the capacity numbers that we approved, then we get the ADM numbers that tells us what things look like. The question is what happens when our ADM numbers say we're above capacity. We're not we don't make any decisions with our residents. They're still welcome in. It's what are we doing with our our current transfer students? I think it's very clear to me that everybody agrees if we're above capacity, we're not taking new transfer students in that grade. The question is when are we telling trans? So, option two to me isn't matching what anything I've heard from the community. They're saying we don't want transfer students to be able to be guaranteed to come back. yet. We're saying we're going to approve

134transfer option two and we're just going to let all these stay and maybe one year we'll decide not to if it's a certain number. And that's what I'm saying is I just want it very, you know, like 50 I I get was a random number, but it's like why was 50 the number that you wouldn't bring back instead of 30 or 10 or I just want the pausey to be very clear. um is that point >> I hear you and I again I really appreciate both Dr. Perraa and you Mrs. Munford and that you don't want people stressed so I hear that loud and clear. I will assure you we've never turned away a a current transfer student because of numbers. Um so I don't see that as happening. Um, but we have said that

135we couldn't accept students at a certain grade level and go. >> That was the push back I thought we're getting from the community is we're not wanting to say if you're a transfer student, you're just committed. Um, and this to me is also, and nothing against you, is the policy is in place. So, it's very black and white to the community, to the board, to the administration, how we handle it, not on the whim of the administrator. And I'm not saying that you have a history of doing it, but I don't want anything gray area of this year we decided to keep them all, but next year for whatever reason, we're going to not, you know, these like right now we're above 19. We're going to say this year we're fine. Next year we're going

136to say all 19 of you are gone. And it's like, whoa, whoa, whoa. Why did you make one decision versus another? >> Right. And no offense taken, by the way, because I hear what you're saying. I I totally understand the points that you're making. So from from the perspective of of administration, we are comfortable with either one because we're not intending to turn people away unless we had like 50. It'd be a wonderful problem if we just couldn't couldn't keep our that our building was so full because we had housing somehow. Um new housing administration is fine with one or two. legal counsel would tell the board that number one the guarantee is not necessary and you can still keep the students but you can have number number one if you want to have it

137in there that's that's what I've seen from legal counsel's advice is either one works but it's not a requirement that you keep students in if you're above capacity so you don't have to put that in there and it doesn't mean that you have to turn those students away either. It just means one or two, you're not going to accept new students. So, the board, we're not going to sweat it. Whichever one you as a board determines, um it's not going to I don't think it changes anything for us really. And honestly, you're going as a board to visit this policy every year anyway. Every year anyway. So, one or two works. Um you've heard legal's perspective and it really boils down to what do you as a board want to accept >> George and then

138Rachel please. >> So what you described in the scenario where we have the ability to accept over capacity one year and then uh put them all aside the next. That kind of does sound like what the community members you've been talking to do want because if they want the ability to remove students at will, that's exactly what that is. Right. And so what I'm saying is what's being said and what's these aren't lining up like right here in our policy it says all transfer requests will be reviewed annually subject to available transfer seats if there's um options of seats open. Number one will prioritize current transfer students. That means students will be that means those two grade levels this year will not all be allowed to continue. That's what our policy says. So that's why

139I'm saying there these are conflicting statements and we've got to correct it somewhere. Um and we can't have it all. We can't have it all. >> Okay. Rachel then UA then David. >> Um it's been very helpful hearing everybody's opinion on this. Um Dr. Griner, I hear you're saying that you can live with either of these. It doesn't change what you're going to be doing. Are you is it still your recommendation that we go with option two based on the advice of legal counsel? >> I'm saying that because I typically am consistent with legal counsel. This is an item the board would need to decide. >> Okay. Um along those lines then I I would like to amend my motion. Um this is weird when I have to make the motion and then say what

140my my opinion is, but um I'd like to amend my motion. I'd like to move that we vote on the language on option one, please. I I don't know how to continue this conversation because I was going to comment on what Dea said earlier regarding the cap and the conflict between the cap setup and that we are not going to make the current transfer students do lottery to decide who to stay. I think one solution can be that when we set up the cap for certain grades, we don't need to make them even for all the grades. And for the grades, the two grades that we have more students than the cap on the paper, we can adjust those cap. It's reasonable because and given the larger enrollment for those grade I I believe that

141the school already made adjustment for example assign teachers and make a lot of arrangement there. Essentially, we have a bigger cap for those two grades and so we can we don't have to artificially make a grades even and then that way we keep the cap and we keep a policy too really I mean the option two the option two is what and this what I heard from the many people if we don't call it a community many residents that they vote for it and you you saw yourself from the community emails we received in the past weekend actually I I don't know like more more than 90% of the people who emailed ours I have no idea who they are so really they are not my friends I have to say and so yeah I

142think option two is what the residents wants is what our taxpayers wants and we should honor that and also I think that give us a lot of protection. I I don't like to overpromise anything that's make us liable for later argument even lawsuit. People say hey you have this policy that's why I I buy the house in other district and I plan to transfer my case here then you don't guarantee and so you you need to compensate my loss in this process of the stress you gave me and we have this policy here people see it okay you still decided to leave outside and transfer in we said we don't guarantee we don't guarantee and we can take take the student this here as for next year we look at the cap that's that's what

143other districts are doing I I don't see why we cannot do the same and I Rachel also shared the um the sample policy from ISBA I I didn't see the that they mention anything about the continuing students either in fact we don't even need this whole section we we can remove them >> okay is that a motion Yes. >> Yes. I move to um move remove the whole continuing students discussion. We already specified in the policy that everybody every transfer student need to reapply every year and the continuing students has a priority. Dr. Grryer also said so far nobody's worried about that they cannot continue. I don't see why we have to overpromise at this time. I I I feel it's dangerous. >> Okay. Is there a second to UA's motion to Okay, >> Lauren

144seconds. All right. So, now we're moving on. >> By the way, yeah, if somehow it doesn't work, we can always come back to reade it. But at this time when SK is coming and potentially we can have a lot of residents more than before here and I don't see why we need to overpromise the transfer option. I just that don't encourage people to move here. >> Okay. So right now our conversation is whether or not we should remove the whole section about continuing transfer students. George. >> Um, in the future going forward, so right now you said grades seven and 10 are over capacity, right? >> 11. >> That's exactly what I was getting to. So, next year grades 8 and 11 will be closed >> and then rolling on grades 9 and 12 will

145be closed. Right. >> So, that kind of takes care of itself. Uh, I do I hate to complicate your document there, but I do want to offer a motion. Secretary, >> I want to offer a motion of my own. I want to move to amend option two and kind of create some compromise language to say the corporation shall make um any and all reasonable efforts so that way we're making an effort, but there's still no guarantee. >> Okay. If UA resends her motion, we can then discuss that. Is that something you want to do? Do you want to unmotion your motion >> again? Either do option two or remove the whole thing. I'm okay. So, I'm can be flexible there. >> Okay. But right now, our motion, our main motion is option one. So, we're

146getting all screwed up. Um, the embedded motions kill me. Um, okay. Let's go ahead and vote on whether or not we should just remove the whole situation. And then if that does not pass, then we'll return to an original motion about option one or two. No better idea. I just think it's important to clarify for people listening. The draft policy that um Dr. Yin is referencing is policy and advice that was given to us by legal counsel at the Indiana School Board Association um when they reviewed our draft. their um kind of base policy that they give on this particular one is three pages long. Ours is in the neighborhood of 10. Um and the legal council's opinion on this from the ISBA was that we were uh really saying a whole lot of things

147that were not necessary. So in in reality, the majority of this policy does not need to exist. It's covered by Indiana law. Um, and so my my point to you is we have as a board gone through a very labor intensive and tedious process. Um, and at this point going back to a model that says we're three pages long, bare bones, while that is my default preference on this, I think we've gone too far. So if we start eliminating a whole section at this point, there are other sections and other kind of cadence of the policy that are impacted. So my my recommendation though in an ideal world we would have the three-page policy and I would be thrilled. I think we just need to hold this one steady for now and that's my opinion.

148>> Okay. >> You make a motion. >> I will. >> Um my mic was off for that. I think it's interesting what I'm hearing is the same message of we want to allow the transfer students to stay. So Dr. Yen sharing let's change the capacity numbers so we allow them to stay. Okay. So, the point is I think that's what I'm struggling with is community members have like we I think we got 12 community members that emailed us this weekend that said we do not want transfer student current transfer students to be allowed to stay. We want them to take that risk. Now, I understand that's just 12, but I'm saying adopting number two and then messing with capacity numbers so we keep all those transfer students in isn't changing anything from option one and

149two. My view is the point of this policy is to put a capacity in place that we hopefully are not going to have to play with. It's the ideal numbers. If we go over, we don't take new ones. If we do um don't go over, we could up to a certain point. changing those numbers year by year and saying, "Well, administration went way over last year on letting a bunch in and guessed wrong. Oh, well, we're just going to change the capacity number or more came in." I mean, it's just this that's not the point of setting this up. The point of having transfer students, unless we don't pass the referendum, is to balance class sizes. That means a consistent capacity. And that's why we set up the formula the way we did so that

150it allows some flexibility because we don't know who's going to move in, but it keeps it so that it's consistent. And so I guess that's what I'm struggling with is I'm hearing the argument is we don't want to guarantee that current transfer students stay, but let's vote for option two, but change the capacity so that all the current transfer students can stay. That to me gives a lot more gray area. When I look at other school districts, they're not sending other transfer students away. They have a large capacity and they're saying, "Come in and we'll keep you." And if they decide to turn them away, it's similar to what has happened in the past is it's kind of administration randomly from the community's point of view saying now you're not allowed to stay, now you

151are. And I would like a policy that's very clear um about that. And that's why I mean it's clear I think that's what I'm struggling with even these two options is it feels like the same comments are being said but complicating it instead of simplifying it. So if someone doesn't want to keep current transfer students that's a fair viewpoint but then you have to change some wording in this policy to make that part clear not just approve what we currently have if that makes sense. Okay, George. >> So, part of the problem with all of this is it's really hard to put demographics in a box. And so, there is absolutely no way, I mean, we can do all the projections we want to, but there's absolutely no way to know in the future if

152we get an influx of 100 residents because somebody bought an entire apartment block or if we get a outflow of 200 because Purdue decided to close a department. So this entire effort is us trying to do the best we can to maintain numbers while also having little to no control over what the rest of the larger county does. >> Okay, Lawrence. >> Yeah, that probably I think that's the option three. uh basically kind of compromise. Say if you are already a current student um if you're already current student uh before 2026 uh we will we will make uh uh you in our school without consider the capacity and after that we have this kind of transition um provision that maybe I know this kind of um complexities so that's my suggestions >> okay David. >>

153So, I agree with Dea on this. I options one and two are different, but the way that they're being talked about, they're being talked about as though they're the same. Um and where whereas pol policy two or option two it does connect to later wording of when students apply uh or when trans even current transfer students apply every year then they're subject to the lottery whereas option one doesn't do that but one thing that I I really want to emphasize in option one is is we're very clear that however continued enrollment is not guaranteed and remains subject to policy change. Um what what that means is that we as a as a board can change the policy and the practice. If we find a point where um maybe somebody buys a parking lot and turns

154it into a housing development and we go way above our capacity limits, we can make that change. But to to leave it in a gray area, I don't think is a very good a very good idea. George, I also am not keen on talking about employers closing departments right now. So, let's avoid let's think about >> building more. >> Yeah. And we're also talking about all this as if there aren't some other external changes that require us to remake the school system anyway because it's not unheard of and it's been done in the past that we may need to build a new building or add a new wing. So all all of these are so all of these things are options that could happen if we get an influx of people. So I think this

155policy just needs to state that we're trying to keep a balance, but we're also not going to be heartless and say we're going to pick 10 or 20 of you randomly and send you away because um we prefer we we prefer the people that happen to live in these boundaries. Once we accept them, we should keep them. But the I'm also not saying that we should accept every single person that that's obviously and completely untenable. So we need to have managed numbers which the administration will provide to us every spring. Then we make a decision and then we go from there. Um we can't predict or control anything beyond that. Well, we can control how cruel we sound and how cruel we want to be for people that choose to make the time and investment

156in our community. >> Well, whether or not these >> Yep. The current the current motion is to remove the whole continuing transfer student section options one, two, and three and just let the policy speak for itself. So, we're going to go ahead and vote on that first and if we need to, then we'll come back to the other things. So, David, I'm going to start with you. >> No. >> Okay. Dea, >> no. >> UA, >> yes. >> Rachel, >> no. >> Lawrence, >> yes. >> George, >> no. >> And I vote no. So, we have to find something. Um, we haven't really talked about option three at all. Is option three more better? >> That's what I'm thinking. I would proposal to amend the initial uh motion just use the option three. But basically

157I want to make this u uh simple simplified there too many paragraph here. So basically the general idea is uh uh anything already enroll in our school before to 2026 we will u make sure they can uh we will accept them without the capacity constraints and after that uh we will make a reasonable effort to make the continuous uh student uh continue their education in our school. So something like this. >> Okay. Um, I I do believe that that is what three says, that transfer students who are enrolled this current school year will be retained except as permitted by law for disciplinary or attendance reasons. >> Yeah. >> Then transfer students that are new after 2026 27. So starting in this current upcoming school year, we'll make reasonable efforts to keep them. However, nothing's guaranteed.

158That satisfies what you wanted, right? And then following the discontinuation of transfer status, any enrolled any students enrolled as transfer students who leave and then try to come back are treated as new transfer student applicants. >> Yeah. So that's what we're proposing now. >> Yeah, that's my motion. >> Is there a second? >> Okay. Okay, George, >> just a question. U for option three, is that reapplication paragraph completely necessary? Is that isn't that how we would proceed regardless? >> We we had that similar paragraphs for resident students for employees kids. So just to to make it a parallel we have this for continuing students as well. >> Okay. >> That's already covered in the employee section though right? >> Well employees children are different from transfer children. So just >> they're in different categories. So

159for basically for anyone who changes their status from when they are enrolled their enrollment will be re-evaluated basically. >> Yeah, that's what I mean. That's exactly what the >> Yeah, but that the the the other ones are for that type of students. This one is for continuous student just to clar kind of like a clarification. So yeah, for example, if a student who are currently enrolled in this academic year and but not the student will not uh doesn't enroll in the coming year then the student will become a new transfer student. If the student come back, the student will not be treated as a student in year transfer student in year 25 26 to 26 because they they change their transfer status. They are not Yeah. They become a new transfer students. >> I still

160think it's unnecessary, but there's also no harm in keeping it. So, >> okay. >> Yeah. Because they can always come back. Let's say next year they go somewhere else. Then several years later they come back and say, "Oh, I was in your school in 25 to 26. I'm a continuing student." So it's just to fill in that loophole. >> Okay, Dea. >> So I appreciate it. I do think option one and option three are opposite of each other. So I think this helps things. Um I just wanted to share um where I stand personally. So I do think that there are many families in our school district who legitimately have concerns that they are paying additional taxes. They often face higher housing costs and they want a priority in our schools and I agree with

161them. I think um the resident students will always come first. And to me, um, if there's a funding issue, a capacity issue, that's when our transfer students are uncertain and that those that live out of district, they will always be carrying a risk. Um, but for me personally, the reason even though I I appreciate what's been shared, the reason that I don't support option three, I support option one is because for me personally, student mental health is as my highest priority and stability is key to that. So, I want the risk to be at the front end, which is what we're doing. I want the risk to be lower capacity per grade level, lower overall district numbers. I want that to be the uncertainty and the risk that families are facing to get in. And

162if we as a school district have decided we have capacity to take this family and have them a part of our community, then I want that to be where we move forward and let them work on their education and make friends and get connections and not play this. I don't know if next year there'll be a lot more because per chance a lot came in. And so that's why to me I agree that we need risk for at a district and I think this policy is providing that risk and I appreciate that but I don't think telling transfer students that they're um have to go year-toear to me um goes against what I think is vital which is stability. So that's my viewpoint. >> Okay. If I'm looking back, I have I have screwed up,

163which I know is shocking, but we never return to Rachel's amendment to vote on option one. So, what I think we should do is vote on option one, yes or no. If option one passes, we move on with life. If option one does not pass, then we choose between option two and three. Is that okay? Wonderful. All right, I got it. I got it. Okay, so David, can I start with you on on yes or no on option one? >> Yes. >> Okay, Dea. >> UA, >> no. >> Rachel, >> yes. >> Lawrence, >> no. >> George, >> yes. >> And I'm a yes. So, that passes five to two and we can move on. Holy Moses. Okay, where are we going now? We have to go back to that. >> We have to go

164back to the one. Oh boy. >> Or we do >> I don't even know. >> If the board votes to retain all continuing transfer students, this needs to be deleted. >> Correct. So we need to delete I would like to make a motion that we delete item one. >> Okay. >> Current transfer students have completed the prior school year. The district will have the first priority enrollment that is no long. >> Okay. Is there a second? >> Second. >> Okay, let me figure out why I can't copy all of a sudden because that's fun. Um, >> I don't understand. Is there a problem with that one? Are we okay? Okay, good. All right. So, is there any discussion on deleting that sentence one on page whatever page this is? Seven. Six. Seven. Seven. Everybody cool?

165Okay. David, do you have anything? No. Okay. Um, I vote yes. Let's delete it. And George, >> yes. >> Lawrence, Rachel, >> yes. >> UA, >> no. >> Uh, Dea, >> yes. >> David, >> yes. >> Okay, so that one passes six to one to delete. Okay, moving on. >> For those of you watching, we're getting close. >> We're so close. >> So, you know, >> David, you'll go to bed before four. I promise. So we're moving on to paragraph. This is the date we call the date paragraph. Transfer applications may be submitted from like January 1 through March 31. Down near the bottom of that there was a question if an accepted transfer student does not enroll within 30 days of email notification of transfer resulting killed by another transfer application. So the question

166to legal was if we can use email notification or if we have to add another option such as certified mail or such we received response from legal that we may use email notification. So um I make a motion that we language actually I'm make a motion that we don't do anything. >> Okay. Just leave it alone. >> Leave it alone. >> That's not a motion. Let's move on. >> That motion can let me know. >> Nope. I think we're good. >> Okay. Um, the next section down where we have something to look at, uh, section D, transfer student eligibility requirements. Um, I do want to say that we we had a legal question before we hop over there. We had a legal question if you're allowed to charge an application fee for transfer application. That

167was one board member's request. Um, no, we are not allowed to charge any application fee. Indiana code states the transfer corporation may not require a parent or student. transfer to school corporation to pay transfer tuition or any other fee associated with the transfer student. So unless somebody wants to make a motion there that on section D transfer student eligibility requirements we have an amendment to language um pursuant to state law students application to transfer to corporation may be denied. Here is the recommended change or a transfer student's enrollment discontinued if the student has been suspended for 10 or more school days or suspended or expelled for possession of firearm deadly weapon destructive device physical injury to a person of violation of appropriations through other alcohol rules during the 12 months preceding the student's request to

168transfer. So all we are changing is that the transfer students enrollment could be discontinued if one of those things happens during the school year. In other words, their transfer status when we begin when it was time for >> Okay, George, I need that motion to make. >> Are you seconding? >> I'll second, but also just provide a note. So, um, this is one of the ways for anybody concerned about transfers getting priority over in resident students. This is one of the ways that not only do they not have priority, they're actually disadvantaged. Um, nobody likes disciplinary issues, but transfer students are actually subject to a slightly higher disciplinary standard because they can be excused. >> Okay. Anybody else have anything to say about that? Okay. Uh, we'll go ahead and vote. I think it's my

169turn to go first. I vote yes. We should add the language in red. George, >> yes. >> Lawrence, >> yes. >> Rachel, >> yes. >> Dea, >> and David, >> yes. Okay, that passes seven to zero. Are we done? >> There's after that paragraph, there's a strike out paragraph. It deals with the computation of the number of days of suspension. Legal has responded and said the recommendation is to leave that paragraph entirely. Legal said the Indiana code definition of suspension excludes discipline under section. So again, I'm going to make a motion that we delete this paragraph because >> Okay. Is there a second? >> Um, and any discussion? >> I just have a question. Yep. Legal's the one that put it in there, so I'm wondering why they're now saying like this isn't any of

170us that asked for this. Um, so I'm just wondering, did law change? Did they just change what their understand? Do we know why they've changed their mind? >> We don't. >> Okay. Any other comments? All right. It's David's turn to go first. David, uh, we're voting on whether or not to strike that language. >> Yes or no? >> Yes. >> Disha, >> yes. >> Ewa, >> Rachel, >> yes. >> Lawrence, >> George, >> yes. >> I say yes. So, that passes seven to zero. >> Next, >> now we're cooking, >> right? So, I'm gonna hop over section F. This just the change was a change of the single other oddball space missing here and there. So >> which takes us down to the last section section C summer school >> test G >> G sorry

171not working anymore as fast policy committee re recommends discussion of these points. So we have one option. Option one, non-resident students may be accepted into the summer school program provided by this corporation and may be charged a fee. Option two, non-resident students may be accepted in the school program by the corporation. As we were working, what we discovered, kids fall under the law that non resident students, so transfer students or other students in the community who want to take our summer summer school program participate can be charged a fee for the ability to do that. Um, and so really we just were hoping to have a little bit of a conversation if we want to charge a fee for that or not charge a fee for that. Um, I actually have some concern I think

172while it will be very appropriate at a junior high in high school. It could be good at the revenue course. I don't think it would be appropriate grades K through six to allow for any students to enroll in like the remediation program. So, I I have that concern and I'm not making a motion at this time. I'm just inviting conversation. >> Okay. Trish. Um, I think we should take that opportunity, but also just like we do with other things, uh, when it comes to students who receive free or reduced lunch, um, we can reserve the right to wave that fee. >> David, do you have I'm sorry. I thought you were looking at me, but I should look at the text. Okay. Um, Dea, go ahead. >> No, I was just trying to hear George.

173He was a little quiet, but I I got what he said. >> Did you get it? Yeah, he's >> Yeah, I got I got what you said. I just had to lean in to hear. >> Okay, Dea, go ahead. >> I actually have that same concern and I didn't notice this need to be something like how do we make sure that it's very clear. I have no issues with a transfer family being charged for that. I do have concerns um because now that we don't have the barrier that families have to pay the extra referendum, there are families that I know of that want to apply to our school district that could not afford summer school. And I don't want that to be a limiting factor for those children. And so what would be an

174appropriate way to make sure that we um have you know do we put it in policy that it needs to say free and reduced or we just advertise it that way or how do we make sure that that's covered? Rachel, >> I just want to point out this is very uh it's May provision stuff, right? So they may be accepted and they may be charged a fee. So it would really be the way this is worded would be up to the superintendent and the administration to set the guidelines. So they could say obviously this free and reduced or there could be scholarships available. They could make that determination but if funds were no longer available for those scholarships, they might have to limit that. They could specify that it is just for junior high and

175high school or high school grades only um and then change that rule later. I think the question is if we want to put that in policy or if we want to just leave it a May provision and allow our superintendent to manage it. And I would love to hear Dr. Griner's input on this. Well, I heard the concern of the primary grades and um the primary grades for third grade, for example, is a mandatory summer school and so it's going to be funded by the state and so we wouldn't have a reason to charge. High school, which is where you all agreed that that's more of a choice, that's where it would likely be applied. >> Okay. Um, >> we bring the fees to the board whenever we do charge. >> Okay. >> All right.

176Does somebody want to move one option or the other? >> Okay. >> With which one? >> Oh, let's do that. >> Moving on option. >> Option one. Moving and seconding on option one. Okay. Um, let's see. LW moves G. Oh, seconds option one. Okay. Any further discussion before we take that vote? Okay, I think it's my turn to start. I don't know whose turn it is to start, but I'm going to vote yes. Let's do that. George, >> yes. >> Lawrence, Rachel, >> yes. >> UA Dea, >> David, >> yes. >> Okay, that one passes. >> One final request. I'd like to make a motion that in space of the policy where we have missinguation or missing words like of the that we agree to allow those changes to be made without >> you move

177grammatical corrections. >> Thank you for the words of that. Yes, I'd like to make a motion that we >> take care of grammatical correction. >> Is there a second? Okay, Lawrence. Is there any discussion about grammar? Cool. Um, David, do you move grammatical or do you vote yes on grammatical corrections? >> Yes. >> Okay. Dea UA Rachel? >> Yes. >> Lawrence? >> Yes. >> George? >> Yes. >> And I'm Yes. So that's seven to zero for good grammarss and things. >> One last policy fund comment. >> On one last policy fund comment. I do not believe that we currently have this policy in place. You would know. Do we? I think that there's not a this policy is not currently in place. So there is not a policy to resend. Senator >> Okay. So now

178we need a motion to approve the policy as negotiated. David moves that or do you have to Okay, David? >> Yes. I'd like to make the motion to accept this policy with all the changes that we made, please. >> Okay. Second. >> All right. Is there >> at the I don't want to hold anybody any longer than we have to, but does anyone want to go over the changes before we vote or are you all clear? >> I can't hear you. >> Please God, no. That's He wants to know if we want to go through it all and make sure we are clear on the changes. >> As secretary, I have to ask. >> We have a video so we can go back over the video if we need. And I wrote it down. You

179wrote it down. I think we're okay. Wrote it down. >> And to clarify, I apologize. I did pull up the spreadsheet and it does say that this one correlates with 5131 and 6150 is what they said, but I don't. >> Can we Can we resend those next month? Let's resend. I'll give a recision note next month. >> Okay, perfect. Okay. So, we're we're now voting on whether or not to accept the policy as negotiated. I vote yes. How about you, George? >> Yes. >> Lawrence. Rachel. >> Yes. >> You so there's no discussion. >> I mean, we can, but we've that's what we've been doing for two and a half hours or so. I think it's I think people are pretty clear on on your >> I think we should >> Could you make the

180statement during your member >> before any >> Okay, go ahead. Go ahead. That's fine. We'll start it again in a minute. First of all, appreciate the policy committee's hard work on this and the board members time for this opportunity to act and I at this point because we we took a plan for students and uh based on all the feedback I heard from the grads I I think that's what and also that clear created some differences for different group of people because we with that option we feel continuing transfer students guaranteed enrollment but for employees please once the employee find job of oh anymore and don't have that ability or don't have that ability and so for the uh community members for any reason the community member cannot afford to come here their case will

181be treated as new trans so basically we treat a different type of students differently with that policy and so that's one and then for the uh how to determine the cap and I proposed to add the total number of transfers in so >> I'd like to call the question please. Oh, >> okay. >> What would you mean? >> I'd like to call the question. >> So, >> that means >> need to >> You do need to have to have a three. We have to have a vote to >> Can we I'd like to call the question, please. We've been at this. We have other business we need to do tonight. Everybody's positions are well known. >> Okay. >> I'd like to just call the question, please. >> So, we're voting on whether or not to

182call the question. Is that >> to be fair, we haven't voted to call the question because the question was called earlier today. >> Yeah. Yes. >> But and I think in the interest of fairness, we do need to vote now. >> Okay. Um uh is that a second? >> I'll second. >> Okay. And so I vote yes to call the question. George, >> yes. >> Lawrence, >> no. >> Rachel, >> yes. >> UA, >> that means we're going to just go ahead and vote that we we understand what you >> Yes, that's what we're saying. That's what she is asking for. >> Okay, great. Dea >> and David. >> Yes. >> Okay, so that's four to three to call the question. And so now we're going back to vote on accepting the policy as negotiated.

183I voted yes. George, >> yes. >> Lawrence, >> yes. >> Rachel, >> yes. >> UA, >> no. >> Dea, >> yes. >> David, >> yes. Okay, that passes six to one. Thank you. All right, the the next item is for you, Dr. Grryer. Go ahead and give us your report. Thank you, Mrs. Austin. As we continue preparing for final decisions related to a potential referendum, we're working with Morris Leatherman to conduct a community opinion survey to help us better understand perspectives across uh West Lafayette. This is the same survey firm that we used in 2023 during the referendum renewal. Uh this same survey firm um also included uh Mr. Don Lifto uh who we worked with directly and we've been in contact with Mr. Liftoff um as well. Uh the process will begin with questionnaire

184development in late April with phone interviews of approximately 400 residents starting May 18th and continuing through the end of the month. If this sounds familiar, it's because it's the process we went through in 2023. Survey analysis will be completed in early June with results scheduled to be presented to the board at the June 8th meeting. The cost of the survey is $28,000 with the understanding that Mr. Liftoff would review those results virtually with the board to save travel fees such as airfare, um a cost of board, uh and uh food. Um, also I'd like to remind the board that during the personnel report you approved the retirement of Cindy Ny and Mary Del Forbes. Uh, Mrs. NY has been in the district for 22 I'm sorry, she taught for has taught for 22 years and

185she served our district uh, at Westside for 16 years. Mrs. Forbes has taught for 15 years. Um and um I'd like to just express my appreciation for their years of service and education and particularly their years of service at West Lafayette schools uh in supporting our students, our schools, and our families. Lastly, the question of part-time student enrollment was recently raised. To date, there will not be a policy on this. However, given the interest in discussing this topic, uh the logical next step would be for the board policy committee to discuss part-time enrollment and determine if a policy should be developed. To conclude our report, I'd like for Mrs. Roth to please report out on accounts payable and the fund reports. And then after that, if there's questions from the board regarding our reports, Mrs.

186Roth and or I will be happy to entertain questions. >> Yep. Thank you for the reminder. All right. So, claims for the period of February 5th through March 4th, 2026 total 3,99,000,25522. This amount includes both corporation and webec expenses. Salaries and benefits for the same period totaled $2,722,529.74. Please note a final fund report is in the board packets for the month of January 2026. Total funds on hand amounted to 28,91,08727 and the education fund balance was at 8,445,44660. The preliminary fund report for February is also included in the board packet, but it has not yet been completed or reconciled. >> Okay. Thank you. Um on Dr. Grer's recommendation, thank you both. On Dr. Grer's recommendation, I'd like to go ahead and make that um assignment to the policy committee. Is that amendable? Okay. Um super.

187And that means the next item is our board reports. And since David is, do you have a question? I'm sorry. >> Go ahead. >> And I'm sorry. So, am I understanding we're taking the homeschool part-time policy? Because actually a community member just pointed out to me that we do have a policy in place. It's 9270. So, I think the first question is does CCHA have one they're recommending to change it or kind of >> So, for clarification and then I'll let Mrs. um Whit verify what I'm saying. we have a policy that's going to be rescended. That policy gives the administrator, the high school administrator the option to consider and then the superintendent and right now the superintendent would support the principal. So if the board wants to adopt a policy because Church at Old

188Antrum does not have a policy that's something we would need to take forward and it's my understanding that there's been discussion about whether or not the board would consider a policy moving forward and so if the board is interested in doing that I think it would go to the policy committee. >> I understand what would you like to add to that? >> Please explain. Well, I was going to say from I'm gonna speak for David and Lawrence, but they should chime in. And from my position, what the policy committee would do would be to look at some options for that and be able to to send to the board different possible language much like we did here. Is this something we want to move forward with? We're not going to make the decision if we're

189moving forward or not, but if we try and bring that to a meeting without any pre- discussion, it's going to be a a challenge. So that's what my in my mind David and Lawrence, do you agree that that's what we're doing in this? >> Yeah, probably. I agree. >> And if any if any board member is familiar with language that they would like to send to us, I am certain that we would appreciate that when David gets back in the country, we'll make an appointment. We'll make a meeting time. >> Perfect. And then um just to share I think so the policy that we just passed says that either by March or before it the board needs to approve the available transfer seats and non-resident enrollment notice before the superintendent can take the next step.

190So my understanding is if we want to open up like if we're going to move forward with the transfer policy, we need to approve the document that was created with the available transfer seats. >> The the table that was in there, >> not um the the capac the data that lists the available transfer seats that um was shared, but correct me if I'm wrong. That was my understanding of the polic. And so for taking the policy and moving forward have to do what we do every March which will be approve the superintendent's recommendation for available transfer seats which is capacity minus ADM with that >> I thought we did that as part of that option one on page six >> so that's a capacity number that's not the same that does not list the available

191seats but I mean maybe I'm just reading it differently my understanding is um it's not saying annually we have to approve the capacity that's set. It's do we approve that is the way I'm reading the policy. >> Okay. Um and we have that math already. It's in the it's in box to go ahead and approve that. >> Do you have that Dr. Grinder that we could >> I do have that. Yes. Um Mr. Hamilton, would you please post the document that um I suggested we would need to post during the board meeting. Okay. >> Take care of that. All of a sudden, the box is trying to talk to me. I need AI to stop. Okay, I moved it. >> This is that data relevant to the transfer policies. Okay. >> Okay. So, we're in

192>> Amy. >> Yes, >> that is not the correct one. That's the one we use, Mr. Hamilton. It's the one that I put in box. >> Thank you. the data relevant to the transfer policy discussion updated parenthesis one PDF. Okay. Yes, David. >> Um I I have the I'm looking at the document right now. So I'd like to make a motion to approve those numbers. >> Okay. >> On the data relevant to the transfer policy discussion. >> Okay. Is there a second? George seconds. Uh any discussion on that? No. Okay. Um, I vote yes. How about you, George? >> Yes. >> Lawrence, >> yes. >> Uh, Rachel, >> yes. >> UA, >> can you clarify? >> We're we're voting on the numbers in the data relevant to the transfer policy discussion updated one parenthesis that

193has the projected uh capacity numbers in the available transfer seat capacity that Dr. Grer sent. >> I think he's pulling it up right now. I can read them as we go. Kindergarten 10, first grade 24, 2 grade 21. Okay, they're up there. >> There you go. Um, I'll come back to you, Desa. David, >> yes. >> Okay, you have you had enough time? >> Okay, great. Everybody uh approved that and I appreciate the catch, DEA. Um, uh, I'm throwing that in here because I don't know where it goes. Okay. Did we get all your questions? >> Thank you. Um, okay. So, we're moving on. We've got, uh, board reports. Um, David, do you want to start? >> Sure. >> Thanks. >> Um, so, parks and wreck. Um, right. I'm getting a lot of feedback right

194now. >> Oh. >> Um, >> is that better? >> If anybody's microphones, if you don't mind turning them off because >> All right, that's better. Um, I'll keep it short. Uh, main things, uh, the pool at the wellness center. Um, the heater broke, but now it's fixed, so people don't have to swim and ice anymore. Um, and if you have if anybody has any free time and they want to give back to the community, the wellness or the wellness center is having the annual egg hunt um coming up uh early April, I believe. And every year they do somewhere between 20 and 25,000 eggs that need to get stuffed. And so there's always somebody by the front desk who probably would be willing to have some anybody's help. So feel free to go over and

195volunteer to help. Um otherwise there was a light meeting so I will end now. >> Okay. Thanks Da. Okay. and UA >> and I have some questions regarding what uh Sean said earlier the the survey you said uh we we will hire the company uh with 28,000 for the community survey in to get ready for the referendum. So I wonder so the purpose of the survey what kind of questions we will ask ask the the community members also whether that is already done or we will be asked to vote on that contract later it's I'm a little bit confused by that one. >> Thank you for the question Dr. Yan. will be similar to last time uh where the there are several survey questions developed and proposed to the board. The board will have an

196opportunity to provide input and there will be an opportunity uh to add additional questions. Is that accurate from what you heard in the meeting and what you remember? >> Yes. >> Um there are a total of 35 questions. Correct. >> Correct. >> And two of which can be developed. They will make some suggestions and they will have some from which to choose but ultimately it's a back and forth discussion >> and the purpose of it is to promote referendum or because I'm just trying because we kind of I I I don't really exactly know the details for their survey but sounds to me um 20,000 for 400 participants means 70 $70 from each responses. I Yeah, I I wonder about the value of that service. Just what do we want to get from the community

197to help us with the referendum here? >> Ultimately, that would be a decision of the board whether or not we would move forward with it. We can put it on as a vote. it. We don't we're not required to, but if there's discussion among the board and the board feels concern about whether or not they would want to move forward with the um survey, then uh we can certainly put it on for a vote and or decide that we're not going to uh move forward with the the survey. The uh um Mr. Jeff Daylor would highly recommend it. He used it last time and helped guide the board on whether or not they would move forward with the referendum and or things that we would need to understand as an administration and a board regarding

198concerns uh uh related uh to the district that might be considered as we work to promote the referendum. >> Okay. And since we did the referendum not too long ago and we did a survey last time, I wonder whether we can recycle the questions and modify the questions just do it ourselves to save the money. I'd rather spend the money for teachers rather than anything unnecessary if it's not necessary and >> that could be a discussion among the board and the board could make that decision certainly and guide us on where whether or not you wanted to go forward with our recommendation of moving forward with the survey or whether or not the board wanted to go a different direction in with regard to making a decision. >> So we haven't promised them that we

199are buying their service, right? >> Okay, good to know. Thank you. I appreciate it. >> You're welcome. Do you have a board report from glass? Okay. Uh just I watch the high school musical is so amazing. I just so impressive every time. Thanks. >> Okay, Rachel. >> Two reports. One is the foundation. We heard from Wendy that the Scarlet and Grey event is on March 28th. I also have a prom dress. It's going to be awesome. The alumni association is hosting the 8th wall of pride class on Thursday and Friday, April 9th and 10th. So that's always a highlight for us and we will be invited. So please mark your calendars. Um the Friday afternoon convocation will also be livereamed this year which is a nice addition if you can't get there. 62 students have

200applied for scholarships through the foundation. So they'll be celebrating in May with those scholarship donors and the students who are selected. And finally, mark your calendars for Friday, June 5th. The foundation will be the nonprofit of the game at the Lafayette Aviators baseball. Um it is there'll be more information to come. That is always a good time. Um on last Friday I um had the ISBA board meeting. Um Paul Ketchum the assistant superintendent of the IDO IDE was there and and kind of gave us some information. One of those is um related to tag grants. They are understanding that um the tag grants as they are structured may blow up school culture. Uh and so they are trying to take an eye to that. Um you might be interested to know that initially 21 students

201refused the tag allocation because of the culture issue. Um five of those after talking with the IDO IDE backed off of their position and accepted tag funds. 16 did not. Um they are also working on the A tof accountability model. Um they've added a success factor in seventh grade. I'm sure there will be a lot more information to come on that. Um they are having a lot of conversation right now about the timing of the ADM count day being moved to October 1st. It makes a budget adoption um a little bit of a challenge on by November one. So that's another kind of conversation they're having. The next round of coffee chats will happen um the first two weeks of August. EGA awards are going to be presented at the spring meeting. So hopefully you've

202marked your calendar for that. Those of you who intend to come, that is on April the 6th. Um there are a lot of changes this year as we know with the partisan voting for anyone considering running for the school board. Um the and some of them surprised me and I thought I knew about them. So, I want to encourage anyone considering in this room or out in the community to look at the 2026 Indiana candidate guide. The schoolboard information is on page 103 and that is available um on the state elections website. Um the first day to file is May the 19th. The last day is June the 18th. So, that's the window. Um the member directors are going to be mailed by the 31st. They are currently available online. There's a new website for

203the ISBA. it is up and running and unlike the past, your points and ranking are now available if you log in. Um, and finally, I just want to make a statement that I am very grateful for our teachers who are retiring and Mrs. Nice will forever be the New York City Zoo teacher because that is how she taught the teach children how to spell her name. Um, I was given this book as a gift. I'd like to pass this down to you, Amy. Uh, this came from the ISBA, Why School Boards Matter. I did a skim and it is really nice content. You might want to consider it for the board overall. >> You're welcome. I am done. Have a good night. >> Lawrence, go ahead. >> Yes. I uh regarding uh West Laf Education

204Foundation, I I met uh Wendy um February 23rd. So, we have a nice meeting so I get a better understanding of our uh school education, but I haven't been in their meeting yet. So I'm looking forward that uh the next monthly meeting will be this uh Thursday. So I will join their their meeting and uh for the great lafa at the education foundation I haven't been their meeting so there are nothing to uh report and another thing I want to recognize is the recently I I I joined the Cinderella the the student productor of Cinderellers I was quite impressed uh I mean in terms of quality the the performance I mean it's is not uh really pretty close to the Broadway uh shows I mean even you don't need go to the big apple you

205can still enjoy very high quality music shows here so I really think we are so fortunate to have the whole music teachers team you know they produce these kind of things student get their very unique experience so I truly appreciate that thank you >> okay George >> okay I'll let you type I will uh do mine um the Redevelopment Commission. The public safety center is moving along. See lots of cranes and activity over there. Um fire station 3 is in progress. Early childhood education center uh is being explored and Kasein Park's final details are being finished up. Street lighting updates will be starting in June and they approved new equipment for the police and fire departments. And um board teacher discussion was very collaborative talking a lot about current events and the um board leadership

206meeting. We discussed how to approach last week's work work session. Sorry. Okay. I hope I said that to Robera. You don't have to write what I say. Go ahead. >> Um I won't keep you here any longer than I have to. So I'll only mention one thing. The state legislature >> Yep. >> has passed a bell-to-bell ban on cell phones in schools. So we will have to adopt a policy about that uh later in the year. But um keep your eyes open for that as it will be coming soon. My son was not. Um, okay. I think that is all for us this evening. Our next work session will be on my birthday, April 13th at 5 if we need it. Um, and the regular meeting will also be April 13th at 6. And um,

207enjoy your spring break starting on March 13th. I need a motion to adjurnn, please. >> I'd like to make a motion to adjurnn. moved by everybody. >> 12 a.m. >> Yeah.