WLCSC - Regular Board Meeting December 8 , 2025

001spelling bee again in March of 2025 which was the 100th anniversary of the scripts regional spelling bee and so she went to Washington DC and competed in the national spelling bee and now we're finally presenting her award for winning the regional scripts spelling be so Shiranya I need you this this says 2025 scripts regional spelling be of Northwest Indiana, sponsored by Purdue University. Um, presented to Shirana Carr, West Lafayette Junior Senior High School. Um, first place hosted by Laura Educational Opportunities and proudly donated by Awards Unlimited. >> Thank you. >> Well done, Fana, as always, and hopefully we'll see her again in the 2026 scripts regional spelling be. >> Was the outfit coordinating intentional? >> Right. I know it was not. I think it's just I don't know. >> Please. >> That's what I was

002trying to do. >> Shirana, congratulations. >> There's my phone. Too late. >> Thank you. >> Oh, over here. Mom, >> wonderful. as well. We also have the traveling trophy, which we had to get uh a little bit fixed up here. So, this says Scripts Regional Spelling Bee of Northwest Indiana, sponsored by Purdue University, hosted by Lara Educational Opportunities, and it goes to the school of the winner um and stays until the next year, the next winner. This is what it says. Shiron. Oh, Shy Shanti, West Lafayette Intermediate School 2020. Shy Shanti, West Lafayette Intermediate School 2021. Joey Finery, East Tip Middle School, 2022. Shiranya Carr, 2023. Shiranya Carr, 2024. Shiranya Carr, 2025. >> And I think Shirana is now in eighth grade, so unfortunately it's the last year she can compete. So fingers crossed. But

003anyway, this goes to Mr. Rogers >> because it goes to your school. >> Well, thanks for bringing that back. Good job. >> All right. Thank you so much. >> Thank you. Um All right. Wonderful. It was great to have a happy moment to start off our meeting. Our next moment is uh Mr. Rogers who's going to come up and share with us about the high school. I feel like you were just here. >> Was just here. you were just here. Welcome back. >> I should have wore my green. Uh, and bear with me with my voice. I've got that wonderful like in between um holiday head cold thing. So, just some updates real quickly on scheduling. Uh, we took one line out of our course guide in regards to costs um for uh students um

004from I think it was private schools, but basically we eliminated that. That's just an out-of-date policy or procedure that we took out. Uh we had counselors uh going in last week uh into our eighth grade English classes to start to talk about their four-year plans, not signing up for classes, but just to really have them start to thinking about that high school career and how you map out uh those courses. And then uh lastly, we have a new course that uh we will be submitting to you all um in in January. It's one of these uh kind of unique things that the state is allowing us to do, especially with the new diploma. So, it's a course that we're already offering. Uh but and there's another u credit that we can attach to that. So,

005it's our uh it's basically our culinary arts holistic uh sports is what what what we would submit that as. So, we teach the nutrition piece of it and then we can add an elective PE course in there because our instructor, our teacher is now yoga certified. And so, we have to have approval from you first, then we have to submit that to the state and the state has to approve that. So, it's one of these things where we'd like to be able to offer a non standard course and would you, you know, approve that? So, be looking out for that in January. And that's pretty much all I have to update. All right. Thank you. >> Button. Any questions for Mr. Rogers? Great. All right. >> And I was told we did not have any

006uh members of the public. Okay. Terrific. So, moving right along. Um we have our consent agenda. Is there a motion regarding Rachel? >> The consent agenda as presented. >> Okay. Uh moved by Rachel and seconded by Lawrence. And we will go ahead and I started the buttons early. So there we go. Move to approve. And that passes 7 to zero. Thank you so much. There is no unfinished business. So the first item of new business is the Happy Hollow community input update. Dr. Griner. >> Thank you. We have Mr. Jones here again tonight to speak about the Happy Hollow survey results and additional information that we gleaned from the focus groups that he facilitated. As you know, initially from Friday notes, uh we do know that the community sees and values uh the idea of

007preserving Happy Hollow. Mr. Jones, if you would go into more detail, please, and discuss your report with the board at this time. >> Absolutely. Good evening everyone. Thanks for having me back. So, here to share, I believe you have a copy, it's about three pages long of the feedback that we generated. As a reminder, we did surveys, we did some virtual focus groups, and we had some in-person focus groups as well. So, we really got some great feedback throughout the community on the Happy Hollow site, and in this relatively brief document, we've tried to surface the key ideas and insights for your all's consideration as you decide how to move forward. I want to start by just saying there was really strong community support for retaining the site. So, a handful of people, fewer than

00810 total, suggested maybe selling it or renting it out full-time. People really feel very strongly that this should remain a West Lafayette property and it should be some the schools, West Lafayette schools property that is managed and um allocated according to the board's wishes. People use words like it's a gym, GM, and we heard lots of people talking about how much they just loved it, not only as an adult, as a resource, but also as something from their past um since it was a previous school. And as you see also in the document, lots of references to growing up, spending time in the pool, spending time on the sledding hill. So, people want to make sure that that partnership with parks and wreck is maintained. We'll talk about that a bit more in a moment.

009I think pertinent to this discussion, more than 90% of the survey respondents said they'd be willing to pay for something at the site. So, as you can imagine, there's a wide variety of ideas on what that revenue generation might look like, but I've tried to capture the ones that were highest things that were after school programming that particularly included transportation from their initial school to Happy Hollow. That seemed to be a important point for parents and families. Again, if you're working, picking up at 3, 3:30 and transporting could be tough. So, if whatever the fee for service is could include transportation, that was um smiled upon. Child care came up in the survey and in the first focus group, but not so much in the second. Just worth noting that. So, I know that that

010was something that the community had discussed previously. Going on to the second page. Um really worth noting and I think uh Mr. Lyall actually was in the room when this came up and may have even spoken to this. There's some perception by some in the community that this is extra space when in fact there is so much going on at Happy Hollow already. And there may be a great opportunity for the school district or the board to publish sort of an identity of what this space is for. what's the overarching philosophy for the use of this facility and consider giving it some phrases and key words that the community can hang their hat on to get over that sort of branding problem that it's just something extra. um so many great things are going on

011and it became really clear that you can imagine all the different stakeholder groups who have children participating there find that valuable for their children and so I've bolded the phrase that maintaining the current student activities emerged as a consistent priority we heard about robotics we heard about the various sports programs baseball softball fencing cheer and dance we heard about the marching band use of the facility and so there's a tremendous amount of energy for maintaining the current uses of the facility because they are delivering value for students. In terms of what vision that we received feedback on that could be really compelling for the space, I think the one that seemed to garner the most energy was a large multi-purpose space. So, could we have a space that could be turned into a giant fieldhouse

012for robotics competitions or volleyball nets drop down or basketball hoops drop down? something that's really multi-use and guarding against the desire to have hypers specialized spaces because that could be difficult to fill on a regular basis and if you do want to use it to generate revenue the more specialized in some ways the more limited you could be. I mentioned the existing partnerships that are valued. The po the pool came up repeatedly. Um so certainly people want to maintain that partnership with the city. I mentioned the sliding hill and some of the existing sports that are taking place there. On the next page, we explored some potentially underutilized spaces and this is where some of the potential investments would come in. The second floor, again, I got to give Doc Mr. Lyall credit. I I

013gave you a doctorate. Um Mr. Lyall noted that the second floor exists, but it's just not reliably usable due to its condition. So that could be rehabbed in some way or structured in some way to serve as long-term storage or usable space for humans to interact in. A few notes for your all's consideration too is that the library media center is currently leased to a church. So that is providing some revenue. The former board meeting room and the LGI which is the largest space. You all have received requests to rent and allocate that or generate some revenue for that space. The main office is currently leased which is providing revenue and again the storage rooms could be freed up on the main floor if the second floor were used for storage. So it's kind of

014a a puzzle. Where do you want some storage? And there was some discussion of you know the former tennis courts in the parking lot. Is that worth restoring or making more usable? And there are some outdoor areas adjacent to the park and the current really high demand spaces as you all can imagine the marching band practice space and the gym. Everybody wants more gym time it seems like in every community. I just pulled out a few quotes here about the historic and emotional connection that people express. So you can see here the first one a former as a former student longtime resident parent volunteer. I can say that the use and ma maintenance of happy hollow is important. Another individual used the word legacy. Someone else said social hub. And I thought this was interesting.

015One person noted that there's a strong preference for preserving some of the personality of the original building. So, even if there is new construction, something more modern, more multi-purpose, could we keep some of the original elements of the building for historic purposes? And then on the last page, I just want to note with the city partnership, I've mentioned the pool and the parks and recreation partnerships. We learned that parks and rec the parks and recreation department has a five-year plan and that may be worth investigating further to see if there's any alignment with Lafayette schools. And the last one, and this came up, and I've omitted the corporation names based on uh some guidance from people in the room, but as you all know, you have some local large corporations that have come into the

016community. Could they be a potential partner for funding some of this work, putting their names on buildings or projects? And this was compared to when a large automo automobile manufacturer moved in the community some years ago. So that is in summary what we heard. You know, I think there's just great energy and and excitement around the potential for this space. People really want to see it preserved and they're excited about what it could mean for students. So, I'm happy to answer any questions or dive deeper on any of this. >> Rachel, go ahead. >> I I thank you for getting all this information put together. Um, there are some practicalities to opening another facility, having it be in regular use, custodial, maintenance, staffing, leadership. Was there any conversation among the groups in terms of that

017piece of it or were we really just focusing on the building and like the the dreamscape of what we might be able to use? >> There wasn't a specific We did not discuss like those ongoing personnel costs for people that might maintain it. I neglected to go over maybe one of the most important comments for all of you and it is on your paperwork, but at least one person mentioned and some people affirmed this that they'd be willing to put their tax dollars at work and go out for a special referendum for this sort of project. So that could be you know if you all are considering something like that part of the package of branding and marketing a request for funds from the community. >> Thank you. you right go ahead thank you and

018thank you very much for sharing the information that's very helpful and I wonder whether people talk about like naming right for to renovate the or rebuild even and another thing is you mentioned the storage I'm not sure whether that's a question for you or for for the district so what what's in the storage the building was not used for quite a >> I I believe it's old records um from Happy Hollow and from the corporation in general from years and years back. Um, we still need to keep those stuff. >> Old payroll files. Yeah, I know. >> We keep things forever, not just seven years. >> Okay. Things we have to keep forever. >> Okay. >> If anyone really enjoys scanning, now's the time to volunteer. >> So, we we we are in the process

019to replace the cheer. So I wonder after wars will more rooms be ready for rent or or we still need to do a lot of other work to make them ready. And so what's the situation? Do you want to answer? >> So, and I'm going to talk about this, so I'll probably repeat myself later, but um at the during my report, I'm going to kind of report on that um chiller now to get it ready for the people that use it in the summer so they don't get relocated again. And over the summer, we're talking about some deep cleaning specific areas. And then, as you mentioned, um Mrs. with we do want to make sure that there's some maintenance in there. Um as well as expectations set, guidelines set for individuals that or groups that

020use it. So what are their responsibilities for cleaning and upkeep and maintaining as well as having someone in there more regularly for cleaning once we've done a deep clean and then prioritizing spaces because there was also a lot of information um Mr. Jones gave the highlights of what we learned, but we know from our individual conversations that Mrs. Roth and I had with individuals before we started the study process, as well as Mr. Jones heard information that the the folks that are utilizing it now, those defined spaces, we want to make sure that everything's addressed with regard to their needs because they're it's highly used and needed. Um, and so once we've done that, we've got some spa, we've got some individuals that are or groups that are utilizing the space now for lease. Um,

021we would see what spaces as we move storage information and so forth. The information that we're storing up to that second floor that could very well free up some space then for the leasing that you're talking about. We met with a group. we're going to follow up, but we thought they would get back with us after they had checked out the space that had some interest in it. So, as we would advertise for some of that when we were ready, um we think there's some possibility for some leasing of some of those spaces. >> Yeah, thank you very much for sharing the information. And yeah, I it would be great and if we can get the building ready and actively advertise those empty rooms and so we can generate more revenue, right? Thanks. >> Okay.

022Thank you. Anyone else? Rachel. >> Sorry, one more quick question. Um Mrs. Krunk, how good do um do you feel the insurance coverage is for that space? Is it is it suit I'm sure it's suited to what it is right now, but would is that something you need to reassess when we get into more expanded use? >> It is covered the same as our um other building because we fall under an umbrella districtwide. >> Okay. >> Um and then each group that's an outside group that comes in has to hold their own liability coverage. Um that that's just part of the agreement for facility use. So >> thank you. >> UA reaching for a pen. Never mind. >> I could take 10 seconds. >> Of course, please. I just want to thank you all between

023the strategic plan and this work. It's been a real privilege. I'm sincerely grateful and it's been a joy to support West Lafayette schools. I hope I have the privilege again someday. So, I hope you'll have a great holiday season. Thanks everyone. >> Thank you. You've proven yourself quite useful. We appreciate everything you've done. Thank you. >> All right, moving right along. The next item of new business is classified and administrator races. And that goes back to you, Dr. Grryer. Thank you, Mrs. Austin. So, it's recommended that all eligible classified staff receive a 30 cent per hour increase beginning in January on January 20th, 2026 pay to be exact. This is contingent upon working the at least 120 days that year prior and earning an effective or highly effective evaluation. And then administrator races are also

024recommended using the same eligibility criteria and then mirroring the increases outlined in the master teacher contract. It's been a I'm really appreciate those of you that reached out and wanted some clarification. So I want to clarify here again just to make sure we all hear the same thing. But thank you for all of you that asked questions um over the past week. Um, administrator raises are uh they're mirroring or what's outlined in the teacher contract. Uh, and an example of that is the first year that we uh for the first year of raises for teachers, we're looking at the the bachelor's step on the salary scale. So, from one year to the next, that's a $950 increase. And then to the overall scale at each level, it's a $550 increase. So we took the 950

025plus 550 and we divided that out by the number of days on a teacher contract. And then we applied that daily increase rate to the uh number of days in the contract that each different administrator works because those are different. And that's why you saw the different levels of of that rate. Um and um I think that's it. Yeah, these recommendations then ensure consistency ac across staff groups. We did also uh talk uh Mr. Joseph and I have talked and we want to make sure that everyone this is tight times and so we want to make sure that everybody understands that we're applying this in a way uh that makes sense and is consistent across the district. Uh and then I'll just remind you what uh the association and we talk about all the time

026and the board and we talk about all the time because we have that greater commitment that we're truly continuing to look at and we're committed to those additional revenue opportunities coupled with cost-saving opportunities. Um and so and we'll be bringing opportunities to the board um again uh within the next couple of months that can help us to really preserve funds and then we when we come back to the table looking at cash reserves from this year to the next year that we can even do more for our great teachers that are serving our students so well. So thank you for considering this recommendation. >> Okay. It's the uh recommendation that we approve this motion uh or this raise. Is there a motion? >> Don't forget. >> Yeah, I will mo motion to approve the classified

027and administrators re proposal. That's our administration team. >> Okay. Thank you. Was that a second, David? Thank you. Is there any discussion on this item? >> You I appreciate that and Sean and very clear explicit clarification in addition solicited feedback from the teacher teachers about this and I I feel that's very helpful. I really appreciate. Thanks. >> Thank you Dr. Lyn. >> I also appreciate everyone's questions and feedback on this one. If everything could go like this, we would be cooking right along. So, with that, I will go ahead and start the vote. All those in favor of approving. There we go. Thank you. And so many buttons. All right. The next item is the property and casualty insurance renewal. And that goes to Mrs. Kron. >> Okay. Our agents at Henry Odd or what

028is now called HUB went out for bid for our lines of property casualty liability, cyber, and workers compensation insurance this year to try to get the best rates possible. Unfortunately, I don't have great news um due to market rates, property value increases, and our claims history the past couple of years. We did not get great quotes for our property casual and liability coverage um for 2026 as we have for the past three years. of the quotes received, Astra still provides the most responsive proposal and that all programming is covered with low deductibles and high limits. Um, this line of coverage will see approximately a $109,000 increase for the 2026 year. Now, I would like to say that that is the maximum at this time. I am still working with them to see if we can

029get some better rates on some of our lines and to see if there's any changes that we can make that are feasible to lower what that premium amount is. So, we are still working. what I'm bringing you is the maximum that it will be. Uh we did have good news though in the cyber and workers compensation lines of coverage. We recommend moving to Eastern Alliance for workers compensation for 2026 at a decreased cost from our 25 coverage even though our total wages have increased and we have that premium decrease due in large part to the fact that the school corporation continues to have a low experience modification rating driven by our workers compensation claims history. We also recommend moving our cyber coverage to Tokyo Marine as it now offers a lower deductible at a lower

030cost compared to our current carrier. Both the cyber and workers compensation insurance recommendation will save us approximately $15,000 compared to our current rates. And as I said, we'll continue to work with Henry to see if there are other ways we can lower the total cost of that property casualty liability insurance before binding. Um, and we will also begin to explore other insurance options for 2027. At this time, please approve moving forward with Astra um Eastern Alliance and Tokyo Marine, please, for our lines of coverage. >> All right. Is there a motion, Rachel? >> Make a motion to approve the property casualty insurance renewal as proposed by Mrs. Kron. >> Great. Could I have a second, please, George? All right. Is there any discussion? I know ours at work all went way up as well. >>

031Yeah, other other schools are seeing increases, too. I guess the market's about 30%, but we've gotten really good rates for the past three years and apparently they are making up for that difference at this point. It's like great timing. >> But we were fortunate while other schools were seeing it early on. >> See, they were seeing like 20% increases and we only saw maybe a 7% for a couple years. So I guess it's should have been expected, but not great timing. So >> thank you. So, is this a matter of an increase in the risk calculation or is this an increase in the um carrier's cost that's causing all this? >> I think both. >> Yeah. Uh the the um water main break was a pretty significant um claim. I think it was about $280,000.

032Um and we had I I think I put in Friday notes, we've had wonderful experience with Astra. You don't ever want to have to work with your insurance company, but they have been amazing to work with. and as soon as we turned in invoices, we received reimbursement within about a week. Um, and I think that's kind of unheard of across across the market. Um, so they are very responsive and so that's why I do feel comfortable still moving forward with them because they have been really good to work with. So >> great. Thank you. All right, I'll go ahead and start the buttons. All those in favor of approving as presented. That is everybody. Next we are going to talk about the e rate internet services purchase and that is back to you Mrs. Crawford.

033>> Yeah I always have the real exciting stuff don't I? >> Yes you do. >> Yeah we currently use wine for our internet access and wide area network circuits and that service provider agreement is coming to an end. This service is provided through the federal rate category 1 funding program and as such we receive a 50% discount on services. Mr. Hamilton worked with our federal consultant at adtech on the federal RFP process. that's required. Proposals were received from various vendors using the rubric. The winning proposal was provided again by Wine to continue our 5 gigabyte services for 60 months. The total cost after the 50% e- rate discount will be $2,25 per month. The service agreement was reviewed by our legal council. Please approve that recommendation as submitted so that we can continue our internet

034services and thus our phone lines and a whole bunch of other things. >> That's important. All right, I need a motion, please, David. Motion to approve the -ate internet service purchase. >> Okay, thank you. And Lawrence, was that a second? Thank you. Any discussion? >> Just one question. >> Oh, don't forget your button. >> Might have to have Brandon help with this one. >> Yeah, I was going to direct it to Brandon. Um, this is just a curiosity on my part. Is that speed they're giving us? Is that um birectional? >> Okay. >> Yeah, I wouldn't have known the answer to that one. So, yep. Not making jokes tonight. All right, I'll start the buttons. There we go. Terrific. Thank you. And the next item is the Happy Hollow chiller recommendation. One more time, Michelle.

035>> Okay. We recently worked with our engineer from Creative Engineering to accept bids for the replacement of the chiller at Happy Hollow on November 20th. We are recommending moving forward the replacement due to community feedback calling for the pres preservation of the building. As Adam shared with us a little while ago, we received four bids from Perfection Group, DA Dod, Everheart Heating and Cooling, and Quality Plumbing and Heating. The lowest bid amount was submitted by Everheart Heating and Cooling at a cost of $489,000, which is in line with the project estimation. Creative Engineering worked with John Becker of Church and Shirts on the final contract with Everheart that is included in your board documents. Please approve approve the construction contract as presented so that we can give notice to proceed and the equipment can be

036ordered. A reminder, this chiller replacement will be paid using 2024 geo bond proceeds. Uh, and the engineer will also track um the equipment once it's ordered and hopefully if it arrives early that maybe we could get started earlier. Um, but as of right now in the document, the substantial completion date is at the end of the summer, but we are hoping for an earlier date if all goes well. >> Great. I need a motion, please. George. >> George moves to approve. Is there a second? >> Okay. Lawrence and is there any discussion? Rachel, >> is it expected to disrupt use of the building while that work's going on? >> It should not because really everything's outside. Yeah. >> Okay. Anybody else? George, >> I don't know if you'll know the answer to this question, but

037with all the talk about the age of the building and what needs to be done to get it up to speed for all the other uses. Is the chiller going to go on the roof? a chiller is going to go in that um when you drive around to the back like towards the pool, there's that little addition that's kind of on the side, it's like a separate building. That's that's what we're replacing. >> So, we don't have to worry about any structural integrity issues. All right. >> Great. >> All right, Lawrence. Oh, don't forget >> the only concern I think is pretty good uh contract, but the only concern is that it may be too late and then say let's say if they installed at by the end of July, I mean for June and

038July, do we have any uh backup uh clients for for that building? >> We put things in place as far as um portable air conditioners this past summer and we have not taken those out. So, those will remain until we get the new chiller installed. And so they're um we already have things in place in case it doesn't get replaced. And we are kind of at the mercy of when they get the equipment in place. And so um as you know there was a line in the contract that if it's not done by that substantial completion, they might have to pay extra money. So that's part that was part of the the bid of when they could do it and what the substantial completion date was. So yeah. >> And then uh when we have

039eventually we end up with some new plans for that building. So this uh this chiller can still serve that the new building in some ways this or that way. >> That's okay. >> Okay. Thank you. >> Okay. Y is that everybody? All right. I'll go ahead and start the vote to approve the chiller. That is a very quick 70. Thank you. All right. Next item. Uh oh. All right. We're here, folks. It's the policy marathon. Um, I'm a woman of my word. I have your ice cream right here. So, since you guys had to do this, you get yours already. Um, all right, Rachel, take it away. So, you'll notice that the policies tonight are broken into three sections. Uh, David Lawrence and I met along with um Mrs. Roth and Dr. Reiner and Roberta

040and went through uh everything from first reading last time. You're going to notice that they're bundled into three sections. The first section are policies in which we did not receive any feedback. So, there were no um recommended changes um either from legal or from us. Um the second batch are second reading policies where we had some conversation, we had some feedback and that's been incorporated. And the third, you're going to notice that there's quite a lengthy list of policies that we are proposing to get done before our next meeting. Um I will just say that is possible. We will not get through all of them, but we are going to do our best to get through. So that's why we ask Mrs. Austin to just give us everything. Um, and so those of course we're

041going to ask for your reading and feedback on. Um, this process is seems to be working well, so we'd like to continue. Another change to the policies in the agenda this week or this month are that you're going to notice Mrs. Austin or Mrs. Mrs. Julian has put the Neola policies for recision in orange following each of the proposed policies. So when those pass those orange ones um will automatically be rescended. Um and with that I would like to make a motion that we consider all of the first section of policies without any recommendation as one vote. >> All right. Moved by Rachel and seconded by David. Um all any discussion Dea? >> Um I have a question on two of the policies um for Dr. Grryer. The first one is in regard to policy

042D325 on volunteers and background checks. I'm wondering if you could share what is the current guidelines that each of our school board school buildings follow to allow parent and volunteers in the schools. Go ahead. >> Um, we follow the um, state guidelines that say if there is continued um, you might not want to help me out with wording here. Um, >> ongoing >> continued ongoing um, >> that's where I was with the word >> contact. Thank you. It's evening. I apologize. Um, they have to go through the normal background check um, purposes. If it's just for like a one day thing, a field trip, um then it's the it's the volunteer background check. Um and then if it's if they are coming into the classroom and there's not going to be or they're coming into

043the building and there's not going to be like teacher oversight, they have to go through the background check. If they are coming in for a day or two working with the teacher, the teacher is there, they're working with the kids, they're they're just they give their license when they come in. Would there be an option of sending this out to parents? I personally have interacted with the changes over the last few years. Um, I actually had an interesting conversation with a parent just a few months ago that was scared to drop something off at the high school for an evening event because they're like, I don't have a background check and so I can't be here dropping things off if it's not an official event. And I was trying to exp I was like that

044is not the way this works. But I just think there has been okay misinformation. I know I experienced that as a teacher um and as a parent, different messages. >> Um to me, at least what I'm understanding, you're explaining, it seems very clear >> on what's expected and I just um if there's an opportunity in a future newsletter or something just to share with parents, >> I think we can work with the principles to make sure that information is shared in maybe some newsletters and on the websites maybe. Yeah, we could even put it in the red devil pen. So, we'll put it in multiple ways. We'll have it more personalized at the school level. We'll ask the schools to do that and then we'll also send something out like through the red devil pen.

045>> That would be great. I just I know this has been something that's been talked about for years and it's great to just hear a consistency and a very feels a lot more welcoming than sometimes has been the experience in past years. So, I appreciate that. >> I think David has a comment about this before you move on to your other thing. >> Thank you. Don't forget buttons. >> Yep. I I would actually recommend it just be sent out as an individual district-wide email for information because it's going to get lost if it's in a newsletter. I I I try to read everything that we get, but um it's hard. And so just a specific one that says subject line like information for background checks. Um just >> we can absolutely do that. We'll we'll

046do that through the school level. We'll have Mrs. Julian send out through Skyward and then if U buildings if you want to personalize it feel free to but it'll be very similar obviously because it's consistent. Um but we will absolutely send a district-wide email. Thanks for the recommendation both Mrs. Munford and Dr. Preera >> Rachel. I just I want to throw this out there that um while I do agree that we should be really hospitable and open our primary obligation is to educate the children. And so I think it's important to just in this moment pause and say the building principles may have different views on when and where that's appropriate to have a bunch of parents in during the day or around in the day. So I I agree that a corporationwide policy and

047consistency is important. I also would and I know Dr. Griner and Mrs. Roth will do this but also consult with the principles because I for example it would not be a good idea for me to attend high school with my senior and I would be disruptive to the learning process. So >> what about anything but a backpack? >> I think there's I think there's just an important to have some balance to that part of the conversation. >> We'll absolutely make sure that it's for information with regard to when would you do a full background check versus I what's it partial >> limited? Thank you. I kept want to say minimum. Um uh yes, we will send that information out what what constitutes this one versus this one so that parents can understand there is a

048place for you to volunteer for things like field trips or and such. We we will we won't order like please come in and >> hang out in the hallways. We'll we'll make sure that we do it in a in a manner that's informative and professional. So, thank you for that. Mrs. Whit Sta, you had a second item. >> Okay. My second question is concerning policy D475 um that talks about um the de justifiable decrease in teaching positions. So I was wondering if you would share what is the order in so luckily we're not dealing with this right now. Um but I would like it clear is what order in which positions would be affected during a reduction in force and then it will this be outlined in administrative guidelines or how is this information follow

049this kind of criteria followed >> it would be uh it'll be spelled out outlined in administrative guidelines and it'll be very clear um and we have to do that to protect ourselves legally. So, we'll want to make those guidelines clear so that if we ever were Now, I I want to um I really appreciate that question, Mrs. Munford, because I want to stress that we really work hard to focus um proactively so that we don't riff because when you start riffing, you bring unsettled feelings. So, in in my tenure as a superintendent, period, I've worked hard. I was in a district where they would riff one year, then bring back or say, "Oh, you're a three-force teacher this year." and full-time this year. And that changed when I became superintendent because I wanted teachers to

050know that if you were coming to our district, you were valued and you were here and we were going to support you. We work really hard to do that here, too. Uh, and so we're proactive and we're constantly looking out ahead and what challenges we might have and we think about that as an administrative team in our hiring processes. So I just wanted to stress that and then with your question um we would start you start with the seniority and then you can go into needs and high needs and you're also always looking at those evaluations effective versus below effective. Um but again the order in which those things happen we will lay out in administrative guidelines and we that will be under the direction support of our um uh of our legal counsel because

051there have been legal suits out there on the change in the there was a change uh and a couple of school corporations including one that I was in had to follow the legalities and then they got sued and then they had to go back and address that when they were following the guidelines of and that was before my time. So, but but I inherited then dealing with the aftermath and so we're going to make sure that we would follow the guidelines of our legal counsel in that situation and do right by our people. >> So, if I understand correctly, the seniority is not just the the most recent is who gets the reduction of force notice first. There is a process in that if I'm understanding correctly. It's not just seniority meaning if you're the

052newest you're getting you're who's first to get notification. Is that correct? >> There there is a process and that you are correct in that process. Yes. >> Thank you. I appreciate you sharing that. >> You're welcome. >> Okay. Lawrence, you had something I missed you. I'm sorry. >> That's fine. Yeah. Just back to the E uh 325. So uh that's what Deja so from our B's uh policym point of view do you think uh we need to put another item say volunteer something on the policy or you think that this can be handled by the administration guidelines or something >> I think we can analy administrative guidelines but more importantly even just communicating out like the request was so I I do not believe I appreciate the question um I don't think Mr. wrong that

053it needs to be added to the uh policy. Thank you. >> Okay. Sure. >> Okay. You >> just a follow up. And so in this D475 and then in another policy it mentioned the uh applicable handbooks is that the same thing as what Sean said the administrative guideline and >> the handbooks are the school handbooks. each each school might have a slightly different process based on the age of their students but yeah that I think >> I mean that that handbook is the handbook for that school employees I just want to get some not employees that's are are you talking about the administration >> yeah this policy mentioned the handbook some uh applicable handbook >> let me pull it back up I clicked off of it >> the D 475 >> and Sean also mentioned

054that the administrative guidelines. I I wonder whether they >> Oh, I can see that it says employee background checks and not volunteers aren't listed in there. >> Volunteers. >> They're at the bottom. Okay. >> It's been a minute >> and coaches, >> right? Yeah. Yeah. I just want to know what what that exact is. I believe the student handbook. >> Yeah, the student handbook. Okay. Which is probably the first place people go for information about what's going on at the school is the student handbook. So >> it it's it's not a student handbook, right? So I it's >> Do do our pol do our student handbooks talk about backgrounds or I mean >> she's talking about a different >> Okay. Thank you. All right. >> Yeah, it's a D75. the one Adisha me talked about

055earlier that the same policy. >> All right, let's find this. Can we employ but >> make sure we're looking at the same >> 475 D as in dog 475 >> right right yeah >> okay >> I see >> I just need to see >> so I wonder what that is >> employee handbooks if they >> we have that >> do we have employee handbook >> no we'll do it through administrative guidelines >> handbook we have employee handbook >> no it'll be through administrative guidelines >> so that's for the whole district the that handbook administrative guidelines >> administrative guidelines are >> yes it'll be districtwide >> okay district building wise unlike the student handbook >> correct yes sorry I totally didn't >> yeah yeah because I see that in couple places so I wonder what that

056is >> yeah gotcha yeah the bouncing back and forth got >> okay so if we're all through asking questions oh by the way >> and do we review that guideline or we don't >> the administrative guidelines We've never had them. >> You'll be able to see them. Um, we're going to post them. I think we've started posting them actually. So, yes. So, Dr. Yen, you can go and see those anytime. We're going to post those and make them very transparent. They'll be on our website and we have a few already that have been approved. And so, as those are approved, they will be um available for the board to >> handbook eventually because >> they're on there. Just so you know, >> some, right? You mean the ones as they get approved? Yes. As they

057get approved, they're they're on there. I What I They're not all on there. There wouldn't be one on this one yet, but Mrs. Munford's correct. The ones that have been approved and that we've been working with uh the attorney on, we're getting them up there as they so we get them final. >> Okay, great. Thank you for clarification because they they have different names per so I just want to make sure. >> Sure. Thank you for the question. >> Okay. Thanks. >> Yeah, that actually is part of what came to mind when I was hearing the discussion. So, when we hire say a new teacher, what do we hand them when they start? Do we hand them an employee handbook or do we point them to administrative policies on the website or what? >> They

058go through on boarding here. You want to explain that process a little bit since you oversee that for us, Mrs. Roth? They start here and then they go over to the building and buildings give them information pertinent to the building. It's not necessarily a handbook. It may look a little different per building. uh and while they're here, they're given resources to understand where to go and get the information they need at the district level. But you want to explain just >> I can. >> Thank you. >> So when we do have employees, each job description first when it's posted has the applicable um employee documents attached to it. So for a non-certified position, it would have a non-certified information. So then that stays with that position. And then when we do onboarding, if we do

059onboarding for teachers, we typically go over the contract with them and we um just high level type things, but we also make sure they know where those documents are. And the same for classified employees. We make sure that they have um usually a folder with documents in it that are everything they need to get started. That would be um things that you would find where to find a handbook or rules or that kind of thing. So all these administrative guidelines that we're talking about that are the meat of how the school operates. They do get them in some form. >> They would not have access that would not go in a handbook. They're online >> and given and honestly given that they're new um we we would probably talk about those when we onboard people

060as well. >> Absolutely. And we're even working with our administrators because as these get passed during our last admin meeting, the request was can we come together and ask questions and have uh responses to our questions just because this is new. As you know, we haven't had guidelines to a number of policies. And so we're going to be working hard to make sure that our administrators questions are answered as they review them and develop their create their questions. We'll all work together to make sure consistency. Uh and then they'll go back and they'll do the same thing with teachers. Um making sure that they know that there's opportunity to ask questions and clarify along the way. >> We do a pretty large teacher orientation during the summer for new teachers and we already spend a

061bit of time going over the teacher contract like I explained benefits and things like that. Um, but we will probably add since we've been finishing up a lot of the policies and now adding the admin guidelines, I'll do a section on where to find all that information as well and point them in the direction of how they can answer um questions themselves where they can go on our website to find information. >> Super. Thank you. And it'll change every month, so check back frequently. Um, all right. If everybody is through with their questions, I'll go ahead and start the vote. I'll remind you that this was to approve the uh policies listed under no changes and to resend the orange ones as well. There we go. 70. Stop talking, Amy. Okay, super. The next one

062to discuss is D 100 corporation organization. Okay, so um this one we had a board member recommendation. Um we you can see that in there in blue. um we struck out one line of that we did run this by legal. It is not necessary but there's not a problem with it. So it is the recommendation of the policy committee that we um approve the blue language minus the one line the first line that we have um struck as it is completely redundant to in accordance with state law. >> Okay. So Rachel moves that we approve as presented by the policy committee without the struck line. Is there a second Lawrence? Thank you. Is there any discussion about this one? Super. I will go ahead and reup the buttons. There we go. >> Oh >> no,

063it's called, you know, butterfinger and green. Um, I can see it on mine. We've got six. >> Yes. I I can't see who, but I can see that we have six. Is there No, it looks like you have not yet. >> Nope. There you go. >> Okay. Now 70. It passes. And the next item is D125, evaluation of the superintendent. >> Rachel. Um, right. So, in this one, you're going to see that we um added the green. The policy committee's recommendation was the green wording. Um and first off, in that um first paragraph, we put the performance of superintendent will be reviewed at a minimum annually. We wanted to leave that open that uh really that review could happen at any time at the discretion of the board. Um not that we would anticipate that,

064Dr. Riner just to be clear, but just, you know, adding that language in to be a little more comprehensive. Um, and uh, and then you can see a board member has recommended the text in blue and the policy committee has re recommended an alternate text in green. So, it is my motion that we approve um, policy D125 with the addition of the green text and not the addition of the blue text. Okay. Is there a second? >> Um, okay. Is there any disca? Go ahead. So, the blue text and the green text um are very different and the superintendent's evaluation should represent um the perspective of all seven board members, not just limited to the president or the board leadership deciding how to incorporate the views. So, I would like to make a motion to

065adopt the two blue sentences and the last sentence of the green because that part's a good addition. So, um that is my motion. >> Is there a second? Okay. Lawrence seconds that. Um is there any discussion about the blue Rachel? So, what we tried to do in wording this, and I'll just speak for myself, not for the whole policy committee, but um this the blue text really puts it into a step by step. You must do this. We um I believe it's more important to focus on what will be beneficial to the superintendent success. So that language in green, the board shall incorp incorporate views of all board members in the superintendent evaluation um and shall present the evaluation in a way determined to be the most beneficial to superintendent success. So what that language

066is written to intend is that the board and the superintendent will be partners will be allies in the superintendent being successful. um and that the superintendent would have a voice with us in terms of how he would prefer or she would prefer to receive that performance evaluation from us. Um and in the situation and why that third sentence is important to add is that if what is most beneficial to the superintendent is not to have a full board meeting in executive session um then he then or she then would have the opportunity to still give a written response to the full board and everyone on the board would see that. So those are the reasons why I personally prefer the green text. Okay. Anyone else? Lawrence. >> Yeah. During our uh committee meetings, I think

067this green one is pretty good one. And later um I think it's very good one. I like that um uh the determined to be the most benefit to superintendent success. That that's good one. And also uh 30 days the written uh response from superintendent. So that's good for uh to set up the I mean make this uh formaties kind of board and superintendent relationship uh set up this another the things I I think after uh during the last weekend incorporate this one probably to make things uh when you say incorporate means somebody put a consolidate the seven board members idea and then make some um some changes. So I think probably the best way uh we can still use the consolidate all the individual board members and then for forever whatever we have and then

068um give that to uh to the superintendent. So that's uh uh that's my uh uh my uh second thought about this green things especially the incorporate uh this this word I think probably consolidate uh maybe better that's myself >> you you would rather give the superintendent the aggregate of the average of everyone's scores rather than each person's individual score is that what you're saying >> I think what I'm understanding if I'm hearing you correctly is that he would prefer the word consolidate to incorporate. >> Yes, >> I see. >> In terms of scores, we can do the average or what whatever you can do the calculations then no problem. But when they have some wording comments or something, I think the I mean anybody make any incorporate when you say incorporate it means you you

069change something and then put a concept. >> Okay. So you probably Yeah, probably the easiest way just uh put everything together and then forward to uh superintendent. >> Oh my favorite nested motions. Now >> I would like to amend my motion. >> Yes, Rachel. Um, I'd like to amend my motion to be that, um, we would approve policy D125 with the green wording changes with the exception of substituting consolidate for incorporate in the green text. >> Okay. Is that acceptable to DEA? >> So my understand two different points. The first point is how are the And I appreciate saying that so that I also like the second part where the board together is sharing this evaluation. The part about beneficial to a superintendent success that is our job is to successful the school district. So

070that doesn't seem like such a focus. So I do want to leave my motion Okay, here's how we're going to do this. The first thing I would like to vote on is amending the um the text of the whole thing to consolidate instead of incorporate. And if we can all agree on that, then we can come back, circle back to the last sentence and take that as a separate vote. Is that all right with everyone? and then we get it clear. >> Okay. So, what I would like to do is I'm sorry, let me find it. The board um the green text, but instead of the word incorporate, it will say consolidate and we are only voting up to the >> So, that's not quite how >> That's not quite. Yeah. >> Okay, help me

071out. >> She amended her original her original motion was to approve the entire thing with the green text. She amended that to use the word consolidate rather than incorporate. So if you vote on that, we're voting for the whole thing. >> Okay. But then we can also come back and have a second amendment to the second sentence, right? >> No, because we're approving the whole thing because the only thing she amended her original motion >> we amendment for the >> We're not voting on the amendment. We're voting on the whole thing. >> No, we amendment first. There may be several amendment. So there are several proposals. We vote on that first and then back to the >> All she needs to amend is a second to say uh >> Oh, okay. So, just with the

072second that amends it. Okay. So, is there a second to amend what Rachel said? >> Sure. Second. >> Okay. George. Okay. So, now the green text might as well say the board shall consolidate views of all the board members. Now, Dea, would you like to make a motion regarding the end part of the >> My understanding is she has a different motion. So, >> yes. >> Yeah, I think we we the motion first, >> but the mo goodness the motion to amend >> needs a second, can be debated, and can be >> amend. I would like to briefly withdraw my motion so we can resolve DEA's and then we'll come back to mine. >> Super. Okay. Dea, would you like to make a motion regarding the exact language of what you're moving? >> So I

073read that whole thing. Go ahead. >> Yes, please go ahead. >> So you have some time. So basically uh my understanding's motion is um the board shall consolidate all individual evaluations completed by each board members into um written board evaluation. The board shall then meet with the superintendent to present and uh discuss the official board evaluations in executive session which in and then which in 30 >> no uh the super and then superintendent shall provide a written uh response to the evaluation to the whole to the whole board within 30 days of any evaluation meeting. >> Yeah. >> Okay. >> Is there right? >> Is there a second? >> You already second. Okay, great. >> Um, any discussion? >> Okay, I will start the vote. This is only Freda's amendment, not the other sorry buttons.

074Okay, that does not pass. Um, so we are coming back to >> I would like to make a motion >> to Rachel's motions >> that we pass policy D125 with the green language with the one exception of changing the word incorporate to consolidate as we have previously discussed. >> Okay. Is there a second? >> Second. >> Thank you. Okay. Any discussion? Great. I will restart. >> Is that discussion or voting? >> I said any discussion and nobody said anything. This is on the whole D125 with the word incorporate being consolidate instead in the green text. >> Uh I was going to say something. I realized we already moved to the vote part. >> Is there any way we come back? >> Yeah. So just >> Oh, can I still say something? >> Sure. Go ahead.

075It's too late. >> Okay. So, and this uh you determined to be most beneficial sounds weak and who will determine so there's no who who will determine and uh yeah I I I feel it's a week and another thing for clarification. So does that mean so the the blue one means all the board members will meet with the superintendent for the evaluation then the green one means it depends right so is that my interpretation then my next question will be what's a common practice so in this is not something new right so how how other district and practice this and So I I just feel it would be nice to follow >> the the common practice. >> Okay. So in this district it has always been the practice and Rachel can correct me if I'm

076wrong that the president of the board presented the consolidated information from everyone's evaluations to the superintendent. This year we changed it and the board leadership did that. Um, everyone was given the opportunity to fill out the form. >> Yeah. Yeah. >> Everyone was given the opportunity to weigh in on goals. >> I'm sorry. I'm talking now. Everyone has hold on. >> Everyone was given the opportunity to fill out the form. Everyone was given the opportunity to weigh in on the goals. Dr. Grryer offered to speak with anyone who had additional information, but I think you'd be hardressed to find anyone who wants to sit down in an in a performance evaluation with seven people who can't agree on the wording of a policy. And if we are sitting in a meeting and you're saying I

077want you to do go left and I'm saying I want you to go right that is confusing information and it's too important to have confusing information in that meeting. It needs to be this is what was decided and if other people have comments or clarifications on their own scores they can have that meeting. So that is where we are at and that is how it's always been done as far back as I can remember in this district and with the exception of the the three of us rather than just one of us presenting that information to Dr. Grryer >> and so the common practice I mean how other districts do not about ours because I know how our >> I have no idea. I've never been on a board in another district and I don't

078think it matters. This is the practice here. So, let's not worry about the blue text anymore which was voted down and focus on the current motion which is the whole policy with the green text with the exception of the word incorporate which becomes consolidate. Okay. And then I have another suggestion for for the green. >> And so I will suggest to um replace superintendent success with district success. Is there a second? >> Second. >> Okay, I need to write that down. Please hold because the reason is I feel so that's the the what the board need to do and because we are responsible for the district and uh most of time the superintendent success is aligned with the district success but I just want to make sure that district is what we are responsible for

079we represent the district and we make sure that the leader will lead us to the success of the district. So, >> thank you. >> But I would most time they aligned. >> I would like to point out to my fellow board members that the next policy we're going to look at D150, if you want to hop ahead, it specifically addresses the issue of uh annual evaluations. The policy committee is recommended language that that last paragraph would read. The board is responsible for conducting annual evaluations of the superintendent's performance in accordance with policy D125, the one we're talking about right now. The superintendent success shall be assessed objectively based in part on progress towards the goals established collaboratively by the board and superintendent. So specifically in the next policy that we're going to pass, we are

080in 125 talking about how it is delivered and what that collaboration of the board looks like. And in policy 150, we are talking about what measures it would be based upon. Presumably the superintendent's goals would be aligned with success of the school corporation. >> If that helps answer any questions, what we're going to vote on next. >> Thank you. Anyone else have any comment on this? >> Okay, great. Let's go ahead and vote on whether or not to um replace district success instead of superintendent success. Okay, we have uh the motion fails and so we are back to Rachel's original motion, excuse me, which is to approve the entire policy with the green wording except for the word >> um >> Consolidate in place of the word um incorporate. Thank you. Goodness. All right. Any

081other discussion on that? Okay, I'm going to go ahead and start the vote to approve. Okay, that motion passes. Uh 6 to1 um D1 125. Okay, sorry. I needed to make a note. Um, the next item, as pointed out by Rachel, is D150, board superintendent relationship. Rachel, would you like to take us through this one, please? >> So, D150, I've just read the language change. The policy committee has recommended that we um create this language and tie it back to 125. >> Okay. And so Rachel moves that we adopt D150 as presented with the green text which ties it back to the previous policy. Is there a second? David, thank you. Any discussion? Great. I will go ahead and reset this and we'll go ahead and vote to approve D150 as presented. And that passes

08270. Thank you. Uh the next item is D150. Rachel, would you like to take us through that? >> Um D200. >> I'm sorry. D200. I It's been a long day. >> It's okay. There's a lot of policies here. Um so D200, standard of care and supervision of students. um policy committee recommends adopting the policy as provided by legal. Um so as you look at this red is the legal. Um we do have a board member who's made a recommendation to the end of the first paragraph. Um and in reviewing this uh it is it is just redundant language and so we have not proposed to add that necessarily um but we would like to add the language in red at the bottom um regarding um an allegation of the employee of the corporation and the

083additional the corresponding Indiana code. >> Okay. >> So I'd like to make that motion please for D200. >> Thank you. Is there a second? >> Second. >> Uh, Lawrence. Um, is there discussion on D200? UI. >> Um, I found that the red paragraph is very confusing. The whole paragraph has one sentence got a lot of commas and I feel the sentence is really confusing. So is there a way to break it down to at least two sentences to make it easier to understand? Um, where would you propose that change be? >> Depends on so basically whoever wrote this one. >> This is a recommended text by legal. I would recommend keeping it as is. >> It's it's based this is based on Indiana code. This is not something we have flexibility on. So basically what

084it says is according to the law, if someone makes an allegation and the corporation determines that it's unsubstantiated, the corporation will provide written notice within 14 days to the employee and the parent of the student regarding that determination. All of the commas are just adding additional people or situations to the allegation. So, >> okay. >> Yeah, that's fine. I really That's >> okay. That's why we're not lawyers except George. Um, anyone else have anything to say about D200? George? >> Yeah. Just a question for whoever suggested the blue text. Um, does the writer of the blue text feel that these items aren't covered either in this policy or other ones? Mhm. >> Um I don't know that that's relevant right now given nobody's made a motion to discuss that the blue text. >> Okay. >>

085So it shall remain a mystery. All right. Anything else? Then we shall move forward to the vote um to approve D2. I'm sorry. >> Yeah. Regarding Jer's question, uh there are some requirement >> buttons buttons. >> There you go. There there's some requirement regarding those uh some training things uh regarding uh reporting uh training things uh uh for uh there's a Indiana code requirement but uh for discussion during our uh committee meetings and we get some u feedback from our school and machine teams they think probably this kind of redundance we just won't be won't We don't want to adopt policies. >> Thank you. Okay. Uh in that case, let's go to the buttons. All those in favor of adopting D200 with the red text only, indicate with your buttons. And that passes 70. The

086next one is D300 controlled substance and alcohol testing for CDL license holders. >> Again, this one is um Sorry, >> that's all right. Please >> should know. Okay, please. >> Um so this one, >> thanks Lawrence. This one is um this is legal code. This is not something we have a lot of flexibility on. You can see that um we as a policy committee recommend using a a uh a role instead of a specific name so that this policy does not be ch need to be changed with any personnel changes. Um and then you can see that the red text is what has been proposed by legal on this. So, it is my motion that we I'm sorry, scrolling down, uh you can see we applied that same um information, that same general role rather

087than an individual person um further down in terms of the contact for um the alcohol breathalyzer tests. So, just staying consistent with that. Um and those are our only recommended changes to that. So with that, I make a motion that we approve um policy D300 with all of the changes in green as well as the changes in red as recommended by legal. >> Okay. Is there a second, Lawrence? Thank you. Any further discussion, Dea? >> My understanding is we were going to update these policies so they didn't have he, she, and we're going to have they. Why did the policy committee decide not to do this? Yeah, it uh in all honesty, Deja, it's possible that some have slipped through. It is the intent that they all be they. >> Okay. I sent an email

088with the three, but I can share. So, I'll make a mo. Do you do want me to make a motion to make the changes? Is that the best way to do that? >> Sure. >> Okay. So, >> yeah. >> Okay. >> That that falls into oversight category. So, so on page one, on page two and the very last page, there are he, she, his, her, and he, she. So, I make a motion to amend it to change those to they, their >> Okay, I'll second that. >> Okay. Thank you. Um, all right. Any further discussion? Ya. Um, just a minor thing. I noticed this one and a couple of other ones have two columns. Where is there any particular reason for the format change? >> No, it just that's how it came to us. >>

089Uh >> but let's can we stay on the the he she issue and address that first? It makes it a lot easier if it's in order. >> Okay. Any other comment on the he she issue? No. Okay. Let's start the vote. All those in favor of changing the he and she's to those. And that one passes 70. And so we will return to the original motion to approve this as amended basically. Um any further discussion? No. Okay. Buttons. Buttons. Buttons. There we go. Um, okay. That's 70. Okay, super. The next one is E 100. We moved on to uh the E. Congratulations everybody. >> Um, so on this one, we just added policy committee is recommended that we add a specific statement that curricula will comply with the laws of the state of Indiana and

090Indiana academics. Um, that's that is my motion that we would approve E 100 with the additional green line. >> Okay. Is there a second, David? >> Okay. And is there any discussion on this item? Okay. Let's All right. There we are with the buttons to approve E 100 as presented with the green text. Great. Um, now we're cooking. Um, next is E125, promotion, placement, and retention of students. Rachel. >> Yep. So, on this one, you're going to see um a question or conversation really centers around paragraph number two. Uh, a board member has recommended the language in paragraph 2. The policy committee discussed it and offers alternate language um that is similar. Um, but it reads, "The board delegates sole authority to corporation teachers and building principles to make determinations of academic grades. The board

091also delegates sole authority to corporation teachers and building principles to make determinations of promotion or retention at a grade level with parental input in the best interests of the children. The board andor superintendent shall not hear appeals regarding a student's grade or promotion retention. There is a missing T. That is standard practice that we would not hear appeals. um that is not the role of the board. So it is my recommendation that we um I move to approve E125 with the green text paragraph plus one missing T. >> Okay. Is there a second? David, thank you. Um any further discussion on this item, Dea? Um, first off, our current policy on this topic 5410 um allows individuals to appeal to the superintendent and I don't agree with closing that down. I think that um if

092parents are concerned and have felt like it's not been resolved um with the teacher and principles that having the superintendent involved is a positive thing. >> Okay. Can we take them one at a time, please? >> That's That's I'm That's all I've talked about so far, >> right? That's why I I jumped in. So, can we take that as a motion to amend? >> So, what I'm proposing is paragraph two to me reads very honestly abrasive. It doesn't feel very collaborative with our parents. And so, my proposal for paragraph 2 would be teachers and principles in collaboration with parents determine academic grades and decisions about promotion or retention in the best interests of each child. So, um, just to clarify, it's more or less what these first few sentences say. It's just more of a

093kinder way of saying it than the way that it's currently written. And then the last sentence that I would propo that I would like to add is if a disagreement remains, the superintendent will make this final decision. So, I am making a motion to change paragraph two. >> Okay. Um so it would say teachers and principles in collaboration with parents make determination of academic grades. >> So after in collaboration with parents determine academic grades and decisions about promotion or retention in the best interests of each child. If a disagreement remains, the superintendent will make the final decision, which actually lines up with our current policy. Okay. If a disagreement remains, the superintendent will make a final termination >> decision. That sounds fun. Okay. Is there a second? >> Warren seconds it. Okay. Uh Rachel. >>

094So what Mrs. Mumbert has recommended is that parents are uh part of the grading of their children's work and that is wholly inappropriate. Um from my perspective. Uh teachers are the professionals in the classroom accountable for assessing student performance um and determining if it is correct. Um and I don't think it is in any way appropriate that a teacher or a parent would come in and for example come into their high school chemistry teacher and say you gave my child a B and I don't like that grade so you need to collaborate with me and make that an A please because I would like them to get into Harvard. that doesn't really feel like a situation that we want to set up for our principles and superintendent to deal with. >> Very good. George, did

095you have something? I saw you. >> Um, I do actually. >> Okay. >> So, uh, Sean, can I put you on the spot for a second? >> Sure. Um, I agree with Rachel about having parental involvement in grades and promotion and retention decisions because that is a bit strange and takes the authority away from teachers who are in the classroom with the student. But as far as appealing to the superintendent, how do you feel about that? Is that something that is necessary? Is that something that has had to happen in the past? Is that something that you'd like to continue? >> It's not something that has happened to happen in the past. And what I was explaining to the policy committee is ultimately as long as they're following policy, I'm going to support principal who's

096working with and supporting the teacher. So we would meet with any parent and we do. We would not meet to discuss changing a grade. We would meet to understand there's a breakdown in communication and we would help facilitate back dialogue with the principal, parent and principal who would then hopefully facilitate getting that back down to the teacher who's responsible for working and addressing grades in the classroom. >> So in other words, you're fine with taking that out of the policy because it's already something that you've decided you're not going to do. I'm very comfortable with that because I will always respectfully hear and I agree with Mrs. Mumford the importance of collaboration working with and helping a parent feel heard and valued. I do not agree with unless policy has been broken going against our

097prof our teachers who are the professionals in the classroom in their area of expertise. Dan, >> just to clarify, if I was a parent reading this um current proposal where it says that the superintendent shall not hear appeals, I don't feel like that allows me to go to the superintendent and have this collaborative discussion that he's sharing. To me, if we change this, this is not telling the superintendent that he has to disagree with the principles. It's um bringing him into the process. And then my other point is um with what Rachel said is I actually in my experience feel like our teachers are a lot more collaborative than you give them credit for. If there's concerns with grades or anything my experience with teachers is they are open to talk to students or parents

098if there's questions just because the word collaboration is brought in does not mean the parents are dictating what the teachers have said. And so that was why I um recommended the way I did is because I believe it's continuing the practice that I have appreciated seeing in this school district. >> Okay. Anyone else? George. >> Yeah. And Desa, don't get me wrong or hopefully anybody else here wrong thinking that we don't want parental involvement because we do. But putting that in a policy statement which is essentially akin to school board law for lack of a better way to describe it. I'm not sure that's something we want to do. I don't know that we want to put in our local district law that parents have the ability to go and potentially harang teachers because they

099don't like what happened in the class. >> And I think if you use the word you just used, I agree. But when you use collaboration, to me, when we are making decisions about educating children, it's about collaborating. And when I read this, to me, it very quickly did not read as a collaborative approach. And so my proposal is to put it in line with more of a sense of collaboration than the sense that I read right now where it says we give sole authority to this. You may not appeal to me that is very abrasive. Um when I'm reading it as a parent so that's why I'm recommending what I am. David, >> I think it's important to remember that problems need to be solved at the most proximal level and by allowing there to

100be appeals to the superintendent undermines the role and authority of the principles. This doesn't say principles can't hear appeals. Uh, in fact, this that's where appeals would go and um I would trust that our principles work will work collaboratively with the teachers and parents when there are challenges, but those aren't things that should should rise to the level of the superintendent. If there are 10 kids per school or families per school appealing a grade in a year, that's probably an absurd number, but that doesn't need to go to the superintendent. That needs to be addressed at the building level. And so I don't think that we should modify it to allow the appeals to be at the superintendent level. >> Okay. Uh George, >> considering that um are you open to a proposal to make

101the policy say exactly that? Instead of saying the superintendent shall not hear appeals, we could instead say um final appeals rest with the principle of the building. >> Hear more positive language. >> Okay. George moves that we >> wait. We got to resolve. Oh, we do. Okay. >> Okay. So understanding that there is another proposal pending um let's go ahead and vote on DEA's um amendment to uh paragraph two to say teachers and principles in collaboration with parents determine academic grades and promotion or retention in the best interests of each child. Oops, I hit too many buttons. If a disagreement remains, the superintendent will make the final decision. Okay, the motion fails two to five. Uh, in that case, is there another motion? >> I would like to amend my motion. Let's make it more

102simple. I would like to amend my motion to change the last l last sentence to be the positive language that Mr. Lyall has provided >> to the >> You're going to have to repeat that, George. Uh >> instead of saying the board and or superintendent shall not hear appeals, we could say final appeals rest with the building principles. >> Okay. >> I will I can't second my own motion, >> right? But I would assume that since it's George's language, George would like to second. >> George would like to second. Okay. Any discussion about that particular language, >> David? Uh just for clarification where in the in the sent in the paragraph was that going? >> So rather than >> the board also delegates sole authority to corporation teachers and building principles. >> Yeah. Instead of

103the board andor superintendent shall hear no appeals. It's going to say the final uh appeals rest with the building principles. We already say that the board also delegates sole authority to corporation teachers and building principles to make determinations of promotion and retention at grade level with parental okay sorry um the first paragraph the board de delegates authority to sorry first sentence to teachers and building principles to make determinations of academic grades >> like that and I think that that that um it says that sole authority so I don't think we need to change that. >> Okay. >> And I do think that we need to be clear that the board and the superintendent won't hear appeals. >> Okay. Thank you. Um, anybody else, George? >> Well, I am always open to making things clear. Uh,

104and you're right, it does say that in that next paragraph, but the word appeals doesn't appear there, which is one of the things that was um Desa's concern. So I I don't think it's problematic to say something twice. Um as long as we're saying it twice for a good reason. And so you know if we >> we're saying the same thing. >> Okay. Anybody else? You >> I feel the the current lastess is not practical. Frankly, no matter what the policy says, people will most people will not read it. they will appeal anyway if they they feel their needs too, right? So when they do what will Sean or we do and uh oh we just tell them we we cannot hear you I mean so >> so this this rule is for who for

105ours or for parents and uh that's first point the second >> can we please do points one at a time >> on that point >> so we can that that is how that would work u if you're putting that in the policy saying that um the board and the superintendent will not hear appeals I mean no No one is going to stop anyone from showing up at the office with a transcript in hand saying, "I want this changed." What this policy says is that this board and the superintendent won't be the ones changing it. >> Well, the the agreed for a particular course might be a rather minor thing, but sometimes some of those appeals might be related to a policy, for example, a class placement and it happened before. So many parents were not

106happy about the placement options. >> But this policy is about promotion and retention. >> But that the placement is kind of related to promotion as well like which grade level and math level or language arts level whatever. And so it's not only about a particular course grade and then you know how principal handle it and depends on the particular principle and sometimes we we kind of experienced that before and the then when parents appeal to the principal the principles say to your teacher then those parents got stuck And just so if we have this policy then when they talk to Sean then Sean say talk to your principal then principal say talk to your teacher. So they all the way go back to the teacher the teacher say no whatever. Yeah. And the place you

107you are put is >> and ultimately the person that is likely going to be the expert in how that student performs in a class is the person leading the class. As far as I know, Dr. Grer doesn't lead any classes. Is that correct? >> Not here. >> You're correct. >> Okay. And even if you did lead a class, you would only be knowledgeable about the people in your class. Correct. >> That's correct, Mr. Le. >> Okay. So if we're going to ask someone who doesn't have any involvement in this person, this child's academic life whatsoever to be the final arbiter of whether or not they can succeed, whether or not they are going to get a certain kind of grade in a class, that's putting both of those people in a terrible position. You're putting

108someone who doesn't know anything about the student in charge of determining whether or not the student gets a specific outcome. That's a disservice to both of them. I don't think you can say parents don't know anything about their kids. Okay, hold on at all. Let's take >> Rachel. >> Dr. Riner, is a teacher's ability to assess a student's performance part of their performance evaluation? >> Yes, it is. Mrs. Whit, >> so teachers are educated uh in school on how to assess student performance. They are told by the state how to administer exams and administer um standardized testing to phenomenally maneute detail. They are held accountable for assessments and consistency professionally. I suggest that it should be up to them to determine how a student is doing with the provided content objectively. So I I don't

109know that it sounds abrasive. I think it just sounds realistic that parents do not assess a student's performance in a class. And I am strongly opposed to opening that door. If we could let our teachers and administrators do their jobs, that would be ideal. >> Okay. I think debate has reached a point where um we can go ahead and and vote on this one. So, we are voting on the uh oh my goodness, I don't even remember now. Uh whether or not to change the last sentence to final appeals rest with the building principles. >> Okay, that is Correct. >> Okay. Thank you. >> That's fine. So, we're we're voting on whether or not to change that last sentence to final appeals rest with the building principles. Okay, that one uh is five to two

110and then we will move backwards to the original motion. >> So, >> actually, >> did I do that twice? >> No, you did. You didn't. You're about to do it twice because Rachel moved to amend her original motion to incorporate that language. >> Oh, yeah. I forgot. I amended that. >> I was voting on George's. No, we just >> Okay, let's let's redo that one because I was unclear. So, Rachel moved to amend the original um to >> the green one. >> I I move to amend the green text from >> the last sentence last sentence to add. >> Yeah. >> So, that's the >> Okay. So, we're voting only on that last sentence right now. >> Okay. Let's go ahead. >> No. Are we only voting on her >> on changing the last sentence?

111Yeah, we're not voting on the whole thing yet. >> Last sentence only. Okay, there we go. >> Can can I ask for clarification? >> Yes. So, when we replace the last sentence with George's proposal, does that mean that parents can still appeal even though eventually the final decision will be >> We're no longer voting on that. We're voting on what Rachel said, which was to change the last sentence of the green to final appeals rest with the building principles. >> Yeah, that's my that's my question. So, after that replacement, that means parents can still appeal, let's say, to Sean say, hey, but Sean will say, >> no, no, they can't. >> Well, they they can't. I mean they can on a practical we're not going to stop you from walking into the office level but

112what we're doing right now is setting in. >> So we don't forbid people from appeal from appealing. >> So there's a difference between the actionable word appeal as in this is a formal proceeding that we're going to hear versus the verb that anybody can do at any time. I can appeal to you to shovel your sidewalk in the winter time. You don't have to listen to me. You know we're talking about the difference. So, so at least Shan will be informed with this kind of request. If Shan got a lot of these kind of appeals, then Shan may pay attention to that issue. Even though eventually the principal and the teacher will make the final decision, but Sean, I I assume can make some suggestions. If there's some consistent problems to some degree, Sean can

113intervene, right? Can can I interpret it that way? Because the current way says no, Sean will be kind of totally shut down to any appeal to these issues. But >> with the new way essentially Sean can listen even though Shan will still depends on the the building level and teachers to make that final decision. But if Shan decided to intervene, he can. >> No, that's not what this says. No, >> this says final appeals rest with the building principles. >> I Yeah, if if that's not acceptable to you, please vote no. Okay. And if you would like if you would like to move to change the language of that last sentence again, we can do that. But having motions within motions is where I get lost and everything gets confusing. >> I know. But before

114I go, I need to understand what that exactly means in practice. What it means is final appeals rest with the building principles. David, >> this isn't preventing Shawn from collaborating or talking with the building principal. If but it means that the building principal has a final determination of of any appeal. And if the building principal makes an appeal, then that family can't go to up to Dr. Grryer and say, "We want to appeal this." uh and they they actually could do that but then he he can refer them to final decisions rest with the with the principal and um but it it doesn't stop him from talking or learning more from the family. Um he already said that that's something that he would absolutely always do. Um but it means that he's not going to

115go and override a decision made by our building principles in this case. >> Okay. Yeah. Can we go ahead and vote on this specific sentence whether or not we're going to amend it? That's that's the vote right now. Okay. So, I'm going to go ahead and start it over so that we can all be clear that we're voting on whether or not we're changing that last sentence to final appeals rest with the building principles. Super. Okay, that one passes five to two. So now we're going to go back and do the whole thing unless there is another motion. Okay. Now we're going back to the entire policy including that amendment of the green paragraph and we're voting on the whole thing. Everybody clear? Great. Okay. And that one passes six to one. and it included

116the T. All right. Um, where are we? E150. Rachel, would you like to? >> Yeah. E150. This is a policy we're required by state law to have. Um, and basically all we've done is change one word. Uh, because the board of school ch trustees does not actually develop a plan. What they do is require and approve a plan. So, we don't um we're not as a board going to be um telling the teachers how to teach. It's a consistent theme tonight. So, I would like to make a motion that we uh approve um policy E150 with the striking of the word develop and the addition of the words require and approve. >> Okay. And David seconds. Is there any discussion? >> Go ahead, >> Lawrence. Go ahead. >> Okay. You Yeah, just uh for clarification.

117So what what's a plan look like? So there we have different buildings and uh different classes in high school then so so they says we will approve a plan. So in practice how it's look how does it look like? >> It looks like it'll look appropriate according to the policy. >> Um if I could interject I believe that Mrs. Roth probably does this reporting to the state that we have a plan. Is that true? Mrs. Roth, could you um It is a state template that we fill out and we've not changed anything. So, it's published on the website. It does not speak to specific placement. It only speaks to identification and the um assessments we use for identification which have been the assessments we continue to use for identification. >> Do do we approve these

118annually or how does it work? >> You approve it in >> Okay. So every year we will have a plan to review and approve. >> Yep. It'll come back to you. >> Okay. Thanks. >> Okay. Anything else, Lawrence? >> Yeah, quick question. So, basically my understanding is u the CCA is proposal to disdevelop this particular word is coffee from the Indiana code. I understand it doesn't make sense but when we change that uh legally speaking uh we won't be have any possible uh do we get anything from CCA regarding this change? Oh, I mean legally safe. I basically >> can you remind me did we do this on the cuff in that meeting or was there change in language? >> I think we we just think this language doesn't make sense so we change that.

119Have no problem with that. But I think the reason why they have develop here because they call it the Indiana code. So um do you think that the CCHA uh is okay? >> I feel like >> yes this is when we bounced back. I thought we did because we were writing them all past. Yes. I just wanted to make sure we and the policy committee were all in agreement that we did that. But we were working with her throughout. >> Functionally, this is not our job to de to physically develop it. We are delegating this to the appropriate people to develop and we're approving what or modifying or not approving what they develop. >> Yeah, no problem with that. I'm just wondering uh because this word is um I mean copy from the Indiana code.

120So, I just want to make sure we didn't I mean there's no complaints compliance issues. So, >> shouldn't be at least see here. >> Okay. Okay. >> That that should be okay. Yeah. >> Okay. Anybody else? Great. I'm going to go ahead and start the vote as presented by the policy committee. And that one passes 70. The next one is E200 religious release time and credit for religious education. Rachel's policy two section of law is religious time. The part that we felt was important for the board to discuss if we would allow credit because we were not. So the first piece is legally dictated. Second piece is credit. So it is my motion that we approve policy 200 related to credit for religious release time specifically cycle back any further motions might be >> okay

121um is there a second David second so uh the motion is to approve the first half which is legally required that says we will release students for religious education. Is there any discussion on that particular part? No. Okay, I will go ahead and start the vote. >> Amy, we should probably if makes just make sure nobody wants to bring up the second half before we we vote on the full policy. >> Okay. Um, does anyone have anything to say about the second half? who's reserving time. >> I >> either way we can we can do it either way. >> Yeah, it's fine. That's fine. What would Would you like to weigh in first and we'll just we'll go down the table. >> I'm not going to recommend that we that we approve that. I just

122wanted to make sure that we whether we were just voting on the first half and then coming back the second or >> that was my plan. But >> okay. >> Is that okay? >> Yeah, that's fine. >> Okay. I don't know. I've I've gotten tired. Okay, so the first half is approved seven to zero. Um, now we're going to take the stickier wicket. And I propose that what we do is limit debate on this item because it can get spicy. Um, I propose that we simply come up the table and everyone gets a second chance to speak. And so everyone will have their two moments to speak about it if they wish and then we'll vote. Is that cool with everyone? Great. Dea, would you like to start? >> Um, I'd love more information on

123this. I just don't even know, Dr. Grryer. Um, what is being done? What's the pros and cons? I just don't feel like I have enough information on this part to even know what to ask or even understand. >> I'd love to hear input from Mrs. Roth and possibly um Mr. Rogers after I give my information if you truly want collective view. For me personally, I I I believe in separation of church and state. I believe in following the law. And so if the law says legally we must um allow students to leave school, then we're going to do that. I believe in the rigor particularly that our westside teachers have and how are we going to monitor that? So, I believe that we should not be issuing credit for off-site religious courses and I think

124we should keep it separate. That's my view. >> Thank you. Uh Mrs. Ross, would you like to weigh in? >> Barring any discussions of separation and church of state. Um we do not currently give credit. Giving credit presents some practical problems. Number one, all of the credits given in our school are given by teachers who are licensed and trained and understand the standards. We have no way of controlling that once that leaves our our wheelhouse so to speak. The other problem where it becomes um is how do you align that? If we're giving a credit, what course do we give credit for? Um, do we understand that the level of assessment, the level of rigor, as Dr. Grryer said, is at the standard that we would expect. So, are we doing justice for a student

125at that point? Um, it's not to say that there's not an that religious education uh or something like that wouldn't bring value to a student or a family. Um, that's that's what the law is saying that we would give release time. I I do think as a school we run into some very practical barriers and considerations if we were to try and walk down that path. Not only practical barriers as as an institution, but also in working with students and parents. And um it it comes down to that um concept of is it which entity is permitted to do this? And I think there are some entities that we would maybe agree would be pretty common, pretty standard. Um, for instance, a local church across the street from the intermediate school might be readily accepted

126by most people is, oh, that that might make sense if we were to allow credit for something like that. But then what if there's a a church that forms as an organization and decides that it wants to give this type of education? And at that point, it would be hard to say yes to one established church and no to a church that wasn't established or maybe had a a doctrine that was a little bit um different from what most people would consider. So, I think there are some very practical um difficulties with doing anything that would give credit for something we personally don't control or have some kind of uh guidelines over or put our stamp of approval on. >> Mr. Rogers, I'm going to give you the opportunity, but there is no expectation that

127you have to say any words whatsoever. If you just sit there and look at me like I'm crazy, I'll take the hint. >> Well, come on up if you're going to say words. Sorry. >> My simple thing, did you have any questions or clarifying on that? Because I thought you hit it pretty well. Okay, cool. Then >> then you're good. Thank you. Appreciate you. Um I can >> question. I have one actually with the new guidelines for workforce development in the schools and work experience and all of that. If someone were studying to be a religious professional and they were to do that, that would fall under a different >> so that would fall under work-based learning. And there are very there are good guidelines about work-based learning and what the um work-based learning facilitator

128has to provide what the school does and we all come to an agreement on how credit is awarded and what's expected. >> Okay. >> And they're flexible which means we could have work-based learning occur in a variety of places but there's still a standard. >> Thank you. Anybody else? >> Yeah, I've got a couple questions. Um first your question made me think of one. So, what happens if we get a proposal for a work-based learning experience that teaches kids how to be youth pastors? >> We would have to have a student who was interested in doing that. >> Yeah. >> The workbased learning starts with the student. >> Yeah. The workbased learning is just separate. So you're whether it's religious affiliated or or whether it's nursing or whatever, it's just about can this be a

129career? Can this be a skill? So it has nothing to do with the religious piece which would have nothing to do with that. So we're not giving credit based off of the religion. We're giving credit we're g going to give credit based off of you've done these things that are showing that you've learned skills to go do this job. That's all that is. Does that make sense? >> So Mr. writers feel free to stay up here too for so you don't have to go back further dialogue because I really did want it to be a collaborative I appreciate the questions I think it's you know if you want to talk and you want feel free to ask any of us that was my point >> the second question I had is more >> you did

130have another one didn't you >> this was more for the policy committee actually um I was just reading the first paragraph says pursuant to Indiana law or the parent of a student provides written notice principal shall allow uh instruction by a church association of churches or an association that is organized for religious instruction and incorporated under Indiana law. What is their definition of church? Because if they're if it's reading just the plain language here, they're leaving out a lot of stuff. >> It's as I understand it, it's organized, it's an organized religion. So it could be anything that falls under the spectre of faith. >> And and it it might not be a commonly accepted faith. It could be anything that falls under the spectre of faith. So it it is We know it doesn't

131it doesn't matter. We have to release them. But the question of correction >> Oh, yeah. I mean, I'm not questioning that part, but I just I'm just looking at our policy here and then what the intent of the law is supposed to be like it doesn't read like it incorporates more than just Christians. >> I think the incorporated uh religious instruction there there are groups that are businesses that that do this sort of and they have buses and they I'm aware of that. >> Yeah. I think that's what those mean. They're not necessarily a church where people go on Sunday morning, but they're incorporated for the purpose of religious instruction. >> Yeah. I just I just wanted to get it out there and make it clear that um even though it doesn't look that way,

132the intent supposed to be for all religious organizations and all religious groups. Um not just ones that label themselves as church because church is the only word used in this paragraph. >> Oh, interesting. I see what you're written. It should also say synagogue, temple, mosque and and other terminology. But we have to remember who's writing these things. >> You can ask me. >> Thank you. >> Yeah. >> Go ahead. >> So the in the real uh the real world, do we have any people apply? Many students apply this kind of credit or they apply for release for the religions instructions in the in I mean in the in the in the history. >> Do we have >> I don't think we do yet. We've had Oh, Mr. Mr. Rogers may have >> just >> I

133know we have done release time during certain times of the year. >> I was saying that's it. We don't do something that's let's say every Tuesday second period. We don't have very many of those or not one that I can think of. But we definitely have especially with this community which is one of the cool things about it. We definitely have times where we allow release time uh for for kids or families during a specific celebration of their faith. We do that quite a bit calendar too. >> We're giving that >> Yeah. >> We're giving that time for them and it's not counted as an absence. >> No. And I think I interpreted the question meaning a regular release time to go to an off-site course. But yeah, absolutely. Even our calendar states that um

134if it's not a holiday that's recognized by all, we're going to collaborate and work with with families and students. >> You release for the celebrations whatever, but it's not I mean here talk about the the religions kind of instruction time. You go there have a class or something. >> Correct. They can. We just don't have we don't have anybody right now doing that that I'm aware of. But we would honor that. >> All right. Thank you. >> Any further questions or discussions about this part? >> So I think what we need is a motion to either give or not give credit for religious education. Is that correct? Because that was >> I think it's only if if somebody wants to make a motion to add this into the policy. Otherwise, it's not going to be

135added into the policy. >> Okay, that's probably. >> Okay, that's the way. So, does anyone want to make a motion to add giving credit to the policy? Okay, hearing none, we'll move on to E225. >> Sorry. >> No, you already approved the language. >> We already approved the first part. Yep. I'm on it for a change. All right. E225. >> The second part. >> No, because nobody moved to include it. So it's just not there. >> The first part we adopted. Yes. >> The second part nobody changed. And then we shall we still need to adopt? >> Nope. >> Because we're not going to give credit because nobody wanted to. Okay. College and university programs. >> Okay. And we do not We don't recommend that and in fact we do recommend adding one at the

136end which says schoolorporation is not responsible for tuition text. >> Thank you. Is there a second? >> Okay, Lawrence. Thank you. Those lab fees will get you. All right. Any discussion on that uh as presented? No. Okay. Hearing none, I'm going to push all the vote buttons to approve as presented by the policy committee. >> Are we talking about the the part that Rachel about is talking about or we >> the whole thing? >> We approve the whole thing. >> The whole thing as presented. >> If the whole thing I do have a question about one sentence. >> Okay. So the in the um black part the last paragraph it says the corporation reserve the right to deny students eligibility if the course is canceled or due to low enrollment. And we are talking about

137the university classes college university classes. But the the last one talk about corporation. I I found this confusing. What does that mean? The low enrollment or cancellation is for the college class. But why why is corporation involved in this? Please. So as I understood this um it is if a student applies and the Mr. Rogers said yes, go ahead. that looks like a great class and the class is subsequently canceled for lack of enrollment, then Mr. Rogers does not have to continue that eligibility. So the student would then need to come back to the school to a regular class of some variety within our curriculum. That is how I interpreted that. That's also my >> extent that if the college have the low enrollment they cancel class and then >> so then the eligibility for

138what >> to leave school >> to leave school >> also I I'm I'm going to make a wild guess and say that this doesn't apply across the board so they could they're free to apply for another class. >> Yes. >> Um but I just feel the this eligibility part is unclear. So is there any way to specify what kind of eligibility for for what exactly? >> You can have a proposal the >> I don't know what that means. So that's why I cannot have a proposal here. And so >> would you like to move to amend the >> point of order. >> Yes. >> The vote was already called and six of the seven have already voted. We've passed the discussion time. >> Okay. UI, would you like to go ahead and vote? If you

139want to vote no, I guess that's your prerogative. Okay, great. That one passes 6 to1. Alrighty, I will pass down your ice cream, ladies and gentlemen, boys and girls. Um the policies for first reading can be found on the website um under board meetings and info and then board documents. If anyone has any trouble finding them, please don't hesitate to get in touch. The policies that are being first reading tonight include F100, internal controls and reporting losses, shortages, variances, or thefts. F-125, purchasing procedures and capital assets. F-150, use of credit cards. F-175, collection and forgiveness of debt, parenthesis, bad debt. F-176, unpaid meals. F200, investment income. F225, fundraising and crowdfunding. F250 travel expenses. F275 gifts and donations. F300 time and effort. F325 debt management policy. F350 reserve and liquidity policy. G100 facility and transportation security.

140G125 criminal organizations and criminal organization activity. G150 registered sex or violent offenders. G175 Chemical Management and Preparedness for Toxic Hazard. G200, Environmental and Health and Safety Issues. G225, Vehicles Idling. G250, Pest Control. G275, Animals on School Corporation Property. G300, Latch Key Programs. G325, free and reduced price meals. G360, Data Breach and Protection. G375, Community Use of School Facilities. G400, Title One, Comparability Policy. G425, pledge of allegiance and moments of silence. G450, advertising, commercial activities, sponsorships, and naming rights. G475, if applicable, prohibition of unmanned aircraft. G500 is a thing, >> I guess. So, G500, Intellectual Property and Ownership Review. H100, School Visitor and Parent Family Engagement. H125, Corporation Support Organizations. H150, public records. H175, questioning of students. H225, public comments and concerns. And no ice cream next month. Now you're just showing off. Yes, Rachel. Um,

141I would just also like to inform the board the policy committee is next scheduled to meet on Thursday, December the 18th. So, um, and we've got a little bit of a short session for that one. Um, less than two hours. So, I think we all kind of expect that we may have um another one scheduled and or we might not get fully through all of this. But if anyone could get their feedback in by when do you think, Lawrence, when would you like >> the 15th? Maybe. >> It's pretty quick. That's a week. >> Yeah, before 18 should be before the meeting. 18 morning. >> That won't give you any time to organize someday. >> Tuesday the 16th. >> That seems reasonable. Okay, there's a weekend in there. >> And uh the way that people

142have been providing feedback with the policy number in the subject line has been super helpful um for the sort and search. So that is an organizational piece that's lovely. Thank you. >> Thank you. I appreciate uh the policy committee's extremely hard work. >> I'm very sorry David just reminded me too. We also have January the 6th. >> We're also planning to meet January the 6th. So if we don't get through the first one, we'll get through the second one. >> Okay. So if there's feedback that you don't receive in time, go ahead and send it anyway because it's entirely possible that you will >> Yep. be there. Okay. >> Yeah. So finally, there is one vote item that's been added on this one. Um I've reviewed all of we've started to double back now as

143we've moved through. Reviewed all of section 0000 in the Neola bylaws. So I would like to make a motion to resend all of that section because we've we're through it. We're covered. Great. Is there a second? >> Second. >> Thanks, Lawrence. Any discussion on rescending the old policies? Hearing none, I will reset the vote. >> These are the policies today, right? >> The section 0000 policies. Yeah. >> We've replaced them all. >> Yeah. Okay. >> And that passes. So, those are hereby rescended. And Dr. Grryer, would you like to give your superintendent report? >> I would love to give my superintendent report. The survey on transfer policy in the referendum has now closed with more than 800 respondents participating. Preliminary trends indicate greater support or some form of controlled transfers and more support than opposition

144for the referendum. Next step will be for the community forums to occur and those are going to occur in January. Uh and once those focus groups have occurred and we've got even additional input from community uh gathered, we will provide a full report to the board. Um we're going to meet later this month with our facilitator for the community forums. Once we've met with our facilitator, we're going to start advertising those dates um so that we can get additional community input. I want to congratulate Mrs. Carol Lecher regarding her retirement announcement. She's served our district for 20 years. We all can feel her passion and see the result of her passion and support to our students and every performance that our students um participate in and that we get to watch. We appreciate that passion

145and we appreciate her support to our music department and the many lives that she's touched over the years. She will be greatly missed. Finally, a reminder that winter break runs from December 22nd to January 2nd. School will resume on January 5th. Um, and at this time I'll make sure there questions and then I'll turn it over to Mrs. Kron. Okay. At this time, I'd like to turn it over to Mrs. Kron to please give a report on accounts payable and fund report. >> I think the first time you remembered in about five months. Yeah. >> Right. Claims for the period of November 5th through December 3rd total $3,94,553 including regular corporation expenses and the Wash Valley Education Center expenses. Of this amount 2,548,137 were paid towards wages, salaries, benefits. I provided you the final fund

146report for October 2025 in your board packets. Total cash on hand in all funds was 26,457,962. The education fund had a cash balance of 7,378,184. Cash flow through the month of October showing the flow of revenue and expenses for the education referendum and operations fund is also included. All righty. Next, we have our board reports. Uh Dea, would you like to go first? Okay. Thank you, VA. >> Oh, you just turned off your >> I took her place of glass. >> Oh, I'm sorry. You turned off your microphone, too. Go ahead. Uh we'll we'll get to you. Uh David, >> uh it was a late week or late month at Parks and Rack, mostly approving um new raises for hourly staff. Um, and things are going swimmingly at the wellness center and all the Yes,

147I know. And all the parks. It's cold outside. >> Yes, it is. Rachel, >> um, from the West Lafayette Schools Ed Foundation, um, first the wall of pride awardees were announced. If you missed that, um, I can get you that information. Um, the fall cycle of the, um, teacher grants saw 11 grants awarded totaling $11,218. Uh grants were awarded to teachers in each of the three schools as well as the aquatics director. The teacher grant program has been growing each year. Um and the foundation would just like to say that we're honored to help fund the innovative and unique ideas. There were some really fantastic ideas out there this time. Um the West Lafayette Schools Ed Foundation backpack program, you probably saw it on the news, received a very generous gift from alumni alumni, excuse

148me, George Caroftus and Kaia Harris. um their gift is being matched by the Hunt Family Foundation. Those are the owners of the Kansas City Chiefs. Um so really grateful for that extraordinary gift. Um the um number of families enrolled in the backpack program is more than doubled. Um speaking of matching gifts, the matching gift challenge for the student enrichment fund was successful. Um, there was a concerned family in our school community who came forward and AP exam fees for our students on the free and reduced lunch pro program will be covered thanks to that family's generosity. The foundation has another matching gift challenge running through December 31st. So, a generous alumnest from the 1970s has offered to match gifts of the foundation's general fund up to $25,000. So, this is a really great opportunity for

149a small foundation such as ours um and allows us to fund more teacher grants, purchase items for the backpack program, and respond to needs that arise. So, you can visit the um wlsf.org or contact Wendy Iser to make a year-end gift. Um and finally, mark your calendars. March 28th is the Scarlet and Gray dinner and auction. >> And what is the theme? >> It is prom. And for the record, I did not have a prom picture to include in whatever it was that got mailed out. >> It's not just prom, it's your prom. >> Yeah. No. >> So, 1994 for me or whatever year you graduated. You have I've been looking for black and white gowns with poofy sleeves. >> Okay. Anyway, yes. Dig out your prom. >> Perm my hair. >> Thank you. >>

150I have no hair to perm. >> Lauren, what's been You don't have one. Okay, George, don't forget your microphone and tell us what happened at Glass. >> I have two reports. I sat in for UA at the Glass meeting. The dissolution is going as scheduled. Um, our district has already picked up their paperwork and archival documents, so we don't need to do any of that clean up. The next step, from what I heard, is to start dividing up the tangible assets like office furniture, iPads, computers, that sort of thing. And uh Sean, correct me if I'm wrong, but that will get divided up uh in according to the portion by which all the districts were involved in glass to begin with. >> That's correct, Mr. Laauo. >> And because of the glass dissolution, this is

151something that's been talked about before, uh all the districts are going to have to start applying for those grants individually that they were getting through glass. And then the uh slightly less positive report I have to do is the uh legislative liaison report. The uh Indiana House um well the legislature reconvened uh early to talk about redistricting to essentially divide up Indianapolis into chunks and aortion it to Republican leaning districts. Uh the Indiana House did approve that. The Senate hasn't voted yet and about a quarter of the senators uh haven't decided what they're going to do. So we have no idea how that's going to turn out. Thank you, >> George. Just to add, it's not just Indianapolis is getting divided up into chunks. University farms and other neighborhoods are getting divided up into chunks.

152>> You're right. I specified Indianapolis because it's getting divided up into many more chunks. It's taking what was one congressional district and turning it into like six. >> Wow. >> Okay. Um I have three things. Um you may have noticed that the house on Salisbury just south of the fire department that had burned down has been torn down um by the redevelopment condition commission which is making way for a new single family home. Their next projects include restrooms at Liml Park and South Street Plaza um those comma and South Street Plaza. They're not getting restrooms, they're getting a plaza, both of which I think I mentioned previously. Um, but the refurbishment of one of the trail sculptures at the celery bog is also on their list. Um, board leadership met with Dr. Grryer this month

153as usual and we went over his performance evaluation. I'd like to commend Dr. Grryer for receiving the highest rating of highly effective again this year and we are extremely grateful to you for everything you do. Um, so yay, we're gonna clap for that. Nothing big deal. I appreciate your leadership and um collaborative efforts to do the good things for our district. So, thank you for the opportunity. >> Finally, I'd like to announce since it's the last meeting of the year, it's my intention to stay on as chair of the board if you'll have me. Um if that is the case, I plan to keep the committee assignments the same. So, if anyone would like to change their assignment, please uh let me know. And if I do not become the chair, I will pass that

154information along. um in January. And also I would like to thank Lawrence and George for their um service this year. I think we've really um made a lot of strides as a team and I think a lot of it is due to your hard work, especially Lawrence. I' I've been really impressed with how you've grown this year and uh George, you always bring the good jokes, so thank you. Um and you're awesome, too. But all right, future meetings, Monday, January 12th at 5 if needed. We'll have a work session and the meeting will be immediately following at 6 here. And um don't forget we have our dinner on January the 20th. I have not found a venue yet. So we might be going to Sean's house. Um >> please don't do that to me. >>

155I need a motion to adjurnn, please. Moved by Rachel, seconded by David, and buttons are buttoning. There we go. Meeting adjourned. Thank you