Board of Education Meeting 9/22/2025

001All right, it is 7 o'clock and I will call this meeting to order. The meeting of the board of education for public school district, Monday, September 22nd. I will start by taking roll call. Mary >> here. >> Travis >> here. >> Larry >> here. >> Matt >> here. >> Ashley >> here. And myself. Thank you. Was the meeting properly noticed? >> The meeting was properly noticed. >> Thank you, Mike. Um, next we have adoption of agenda. And I'm going to look to make a change tonight. I do know that we have some individuals here that want to give citizen comments. And currently as the agenda stands, it would make you wait through a bunch of the meeting to be able to um give your comments. So what I'm proposing is that we um change the

002agenda to reflect that as soon as we're done with the pledge of allegiance, we will then go into citizens comments. Um and if I can get a motion from the board to proceed with that change. Yes, this is I will move to amend the agenda such that the citizen comments will move to write just before or after the pledge of allegiance. Um and then potentially also we the spotlighted learning is canceled for tonight too. Yes. >> Yes. Because our um our foreign exchange students were not able to make it. >> That's moved. Second. >> All in favor? I. >> Any opposed? Also, could I get um a motion to adopt the agenda as >> we move to adopt the agenda as amended uh as we go forward tonight? >> Second. >> All in favor? >>

003I. >> Any opposed? >> Opposed. >> If we can all stand and do the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to theublic which stands one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> So now per our change in agenda, we will go straight to citizens comments. Tammy, do we have any citizens comments? >> Yes. >> Okay. >> Remind them of the rules. So, um, as I call your name, you can come up to the microphone and you have three minutes, um, to to state what you'd like the board to hear. Um, and we'll ask you to just be mindful of that three minute rule. And I'm first going to call up Katherine. >> Hi. >> Can I just

004start? >> Yeah, go ahead. >> Yes. Perfect. Uh, hi. I'm Kate. As you can probably tell, I just came from my tennis match. So, I'm sorry about that. >> How'd it go? >> Excuse me. Point of order. Could we have the proper introduction of the parent student? I don't know what this is. Kate is not a Could you give your first and last in your grade? >> Catherine Booth. >> And what grade are you in? >> I'm in 12th grade. >> Awesome. You >> look very old. Thank you. >> Proceed. >> Of course. Yeah. So, I just want to come here and talk today about the personal device policies that you guys are going to be voting on. I totally approve of and accept the having no phones during instructional period. I think that's a

005very reasonable expectation for all of our students and it's been rolling out effectively at the beginning of the school year. However, I believe that having uh restrictions on phones for the entirety of the school day is unrealistic, especially in the future educational and professional environments we're going to be entering. Like for me, I'm a senior. I'm going to be going to college next year, and I know that I need to have the self-restraint to know when it is appropriate time to use my phone and when is appropriate to put it away. Having my phone out in class is not respectful to the professor, my fellow like classmates or myself and it'll take away from how I learn. However, having it during passing periods, in between classes, or at lunch helps me communicate effectively as a

006student. Today, we have different responsibilities. If I have like my boss text me, if my coach sends something in sports, I need to be able to see that and communicate. um timely and in an efficient manner and email and the communication we have available to us as students without our phones isn't suffice for that. So I just want to say that as a student body I feel like everyone is like okay with having no phones during class periods that's totally fine but I feel like it would be a large restriction to not have them for the entirety of the school day. Yeah. Thanks. >> Thank you so much. Thank you. I appreciate it. >> Next is Mia Telus. >> Hello. Um, my name is Mia Telis and I'm a junior. And so, um, I'm sorry

007I don't really have anything prepared. I kind of just showed up here. But I think that that like by itself is saying something about like what this I guess personal tech policy thing really means to like me and then also like the other students that showed up here. Like I'm in seven AP classes. Like I could be doing homework right now. I could be doing so many other things but instead like I'm spending my time here and like not that that's bad but any sorry but okay. So, when I first heard about like the phone policy and this phone ban, I was like at first I was I like honestly I like the phone policy during like Kate said during instructional period. I think that like to not have the desire to check your phone

008because you literally can't really help students stay on task and stay focused in the classroom. But honestly, what for me, what really upset me was the no AirPods. And um because I know for like in all of my classes, I know that teachers have um instructional videos that they play. And I understand that it could be like, oh, you can just plug in your wired AirPods, but sometimes it's it's like it's not the same. And oh my god, I'm sorry. I literally I just really wanted to like say that um I don't think that AirPods are that much of an issue in class if you don't have your phone because then you can't you can't pull out your phone and listen to and you're not like checking your phone and listening to music. You're plugging

009into your computer. So honestly I don't really see the point in banning AirPods. And then also I am in AP studio art. And in AP studio art, one of the components of the AP class and the AP portfolio portfolio that you have to submit at the end of the year involves taking um they're called progress pictures of our artwork. And with these progress pictures, it's very hard to take them if I don't have my phone with me. And I know that in class it's um there's not there's not like a device ready available. And I know that you can take it on your Chromebook, but our Chromebooks don't have the quality necessary to take these AP level pictures for our portfolios. So I guess maybe and if you ban phones altogether, then I won't even

010have access to that technology on campus in order to use my phone. So, um, I agree with keeping the phone in school during the instructional period, but I just would like to maybe, I guess, make it easier for the teachers that need these phones in class, like when there's an instructional purpose to um, I guess provide students with the opportunity to use them. So, that is all. >> Thank you very much. Thank you. >> Um, Rean, I don't know if I pronounce it right. >> You did pronounce it right. Yeah. Thank you. >> Um, my name is Regan Dea and I'm a senior. Right now, under the current restriction at the high school, personal communication devices are not allowed during class time, but are allowed during passing periods and lunch. The possible ban that we're

011proposing would lack the healthy, fair, and responsible compromise that the restriction is currently providing. First, I want to acknowledge Mr. Ducks um for visiting the high school last week during the lunch hour. Numerous students acknowledged and appreciated that you took the time to see what it is actually like um not just by reading or hearing secondhand reports from others. Um what you saw during that lunch period is the reality us reality for us each day. There's students sitting together, talking, listening to music. Yes, there are students on their phone, but they're using them to connect, organize their life, or decompress. That is not unreasonable or harmful. That's the normal day in the life of a responsible high school student who's balancing the countless hours of academics, sports, jobs, activities. Another guiding resource that PWA is

012known for is the graduate profile, opening the door to each child's future. The profile is meant to ensure that we're future ready, helping them possess the skills that are necessary to succeed in their own future, which is where we're all headed in just a few years. Allowing us the responsibility for our actions during passing and lunch is what we hope is a reasonable ask. It allows us to prepare for the real world, managing a v variety of tasks while still holding ourselves accountable. A large argument is that we can just use our Chromebooks for communication. However, it's just not as realistic. A large portion of teachers don't let us have our Chromebooks out unless it's specifically for their instruction. Um, I'm a captain on the swim team, and one of my responsibilities as a captain

013is taking workout sets or items necessary for practice when my coach won't be at practice, say once a week. Um, I don't want there to be any gray area in regards to phones or my smartwatch. So, I turn off um my notifications from 7 to 7:20 to 2:45 to eliminate kind of that gray area that it um possesses. Last week, after third hour during the passing period, I checked my phone for any notifications as I usually will in between class to manage these these activities. And I had missed several notifications from both messages and student square from my coach asking to pick up items for practice. Had the ban been in place, I would have missed the messages and left for practice without getting these items that are necessary for us to complete our set

014during the day. Again, phones are a valuable resource for communication even if it is during that day. With the restriction, phones are banned during class and rightfully so. There's no place for them during academic instruction. However, allowing access to breaks dur to access during breaks supports responsibility especially for our own future and allows for that effective communication. The current policy is already striking a healthy balance. So, please don't turn it into something more extreme and restrictive, which forces students to then break the rules in order to navigate those responsibilities. Thank you. >> Thank you very much. >> Nicole. >> Hi, Nicole Hog, parent. Um, I'm here to talk about the personal communication device policy. Uh many people see cell phones in schools as nothing but distractions. They worry about texting, social media, and games. But

015banning phones entirely is not the solution. Phones are powerful tools that support learning, safety, mental health, communication, and responsibility. If we ban them entirely, we are not preparing our children for the future. Phones are critical for communication. Passing periods and lunch are the only natural breaks in the day when students can check in with parents or guardians. That's when students coordinate rides, update families about schedules, or quickly respond to important messages. Taking away phones during those times cut off healthy communication between families. For families like mine where health health concerns are involved, the ability to reach a child right away is not a luxury. It's essential. They are a lifeline. Second, phones can support mental health. High school can be stressful, and those short breaks in the day are when students often use mental health

016or anxiety apps to calm themselves, listen to music, or recharge before heading back into the classroom. Allowing phones at lunch and during passing doesn't hurt learning. It helps students return to class more focused and ready to learn. But it goes deeper than that. Last year during a lockdown, my daughter's teacher was panicking and she started to panic too. Not because she had her phone. Because she had her phone, she was able to contact me. I was able to calm her down, reassure her that she was safe and help her manage the situation until it was over. Without that lifeline, she could have had a severe panic attack in the middle of a crisis with no one to help her. That's not just about convenience. That's about safety and mental health in the most serious sense.

017Finally, banning phones during breaks sends the wrong message. Lunch and passing time are when students should have some independence and responsibility. Trusting students to use their phones during these times is part of helping them learn balance. If we overrestrict, we don't teach responsibility. We create frustration. The smart choice is not to complete not a complete ban, but a balanced policy. Let's teach students how to use them wisely. That's real preparation for the future. >> Thank you very much, Nicole. >> While you've got the opportunity, is there anyone else that would like to give citizen comments? I just want to say thank you. I know it's not easy to come stand up in front of a mic on camera and in front of the board and speak. But I appreciate that each one of you took

018your right to speak up and that you came here tonight. So, thank you very much. Thank you. >> Just a note, so just so you guys are aware, the board gets to, if you're following the agenda, we do have a robotics presentation. Um there was a spotlight on learning that is not going to happen because our students couldn't be here. And then there's um just after the consent agenda is when the board will be talking about this topic that you guys spoke on. So if you want to be here for that conversation, it'll probably be 2025 >> aware that there was a survey done, >> right? And survey stuff's going to get presented at that point. So um but it'll probably be about 20 minutes where it'll be in the multi-purpose room with robotics. So,

019if you if you want to stick around for that, that's I just want you to understand where that's going to be addressed. >> Thank you, Mike. >> All right. Um, next we go to salutes and recognitions. Does anyone on the board have a salute tonight? Well, I'm going to make one. I want to give a salute to Anna and Mora. You see, we have student board reps and a lot of times I think maybe our student body or people in general don't understand what their role is, but actually when they took the initiative to do this survey, they actually did what they're supposed to do, which is to be a voice for the students in the high school. And so I just want to salute the two of you and say thank you because I

020know that took a lot of work, a lot of effort, and that you took the initiative to try and help your fellow students be heard. So I salute you and I just want to say thank you. >> I'll double that, though. >> Anyone else on the board have any salutes? >> I'll move on to admin. >> We do not have any today, John. I do want to wish happy birthday to >> Yeah, >> John Gan here. It's his birthday today. And what better way to celebrate your birthday than >> at a board meeting. >> than at a board meeting. That's the best way. Um I'd like to recognize our uh PL administration, Brian Seagull, Beth In Thinger. >> Um you know, sometimes we talk about making the difficult not always popular uh decision. There was

021an incident um last week that raised a safety concern with student dismissal. Um and so they made some changes which um create a little bit more inconvenience uh for some parents that want to pick up their students. I get that and that's something that we're working hard to make it work as efficiently as possible. But um they were very decisive. They were their communication was excellent. uh they used their safety team and continued to evaluate to make that process as efficient as possible. And I just want to commend them both for um responding decisively to a concern about student safety. Anyone else? All right. Thank you. Then next we'll move on to consent agenda. >> Robotics is >> Oh, that's right. Robotics. Okay. If you'll excuse us, we're going to go do that demo >>

022and everybody's welcome to join us, but we're going to go to the multi-purpose room down by the fitness center so our robotics team can do a presentation, but everybody's welcome to join. And it's the first time we're in the room We are back and thank you for waiting for us and for those of you that got in on that demo, I thought that was pretty great. Um, next we have consent agenda and by that we're accepting minutes from previous meetings, correspondence which was included in your packet and I have to call out a very gracious gift. An anonymous donor generously donated $5,11069. 69 cents um to be used by the um high school cheer squad to purchase new cheer mats. Wow, that is really generous. And I just I just want to say on camera

023that is very much appreciated. Um and also we're accepting the policies that are listed there. Um so if there aren't any questions, I'll take a motion. >> Move to approve the consent agenda as presented. >> Second. All in favor? >> I. >> Any opposed? >> Abstain. >> Moving right along. We'll move on to old business and >> point of information if I might. >> Excuse me. >> Point of information. >> That's okay. >> Yeah. You have a question, Mary? >> I do. Yeah, I do. And just information that's come up. Gmail. I got a phone call on my home phone from Gmail when logging in security. Are all students phone numbers attached to their Gmail accounts? >> Are all students personal phone numbers attached to their Gmail accounts? >> Right. I didn't give them my

024my personal phone number. So, that would be something I would be curious as to how that happened. And I that caused me to think that if I'm having to log in via this phone code, are students having to having their phone number as part of their email account? >> Uh, no. Student phone numbers aren't part of Are you talking about for multifactor authentication kind of stuff for your Gmail? >> Uh, I don't know, Mike. Uh, I've been on the board almost three years and two weeks ago for the first time clicking through continue continue and the phone rings and what shows up on my screen is the >> spaces for a code >> and it's Google telling me what the code is and I never connected that account to my phone number. >> Yeah, I

025mean that's we can get you more information that's likely on our end for the adults. There's you have to have multifactor authentication as a part of our cyber security for all the adults with accounts. So, um you either get a phone call or a text message with a code for uh login is for for extra security. That's what that's for. >> That's new. >> Uh that's been in place for years. It's the first time apparently that's happened for you, but that's correct. >> Yeah. So, that's probably the first time you've been prompted to relog in. So now Google has my phone number which I never wanted them to have. So okay. So it's not for the students ever. >> No, the students phone personal phone numbers are not connected to their Google accounts. >> Okay.

026Uh last point of information if I could or I can wait Brian if you want. >> Yeah. This is actually not an agenda item. If there's technical questions that you have, I'd encourage you. Rachel's here. You can send stuff. >> It's a point of information >> but it's not on the agenda. Uh the second the last one is do you have the data for the um I'm told it was a 70% of our students graduating from PHS go graduate with uh high school college credits. Do you have the a data sheet that backs it up? >> Yeah, if you reach out to Anthony, he can get that information to you. >> Okay. >> Yeah. >> Let me know exactly what you're looking for. I can get it for you. >> We'll do. Do you know

027where the annual meeting uh web pieces? >> I'm not sure what >> I was told that the 70% came from your report during the annual meeting. >> The board meeting is up for our August 18th, but the annual meeting video is not up. >> I'll have to get back to you, Mary, and and talk to this is a question that'd be helpful to get ahead of the time so that we can that information for you. >> And again, since it's not on the agenda, >> I would not put a question such of such trivial nature on an agenda. I figured you had you knew it was where it was. >> I'm not exactly sure what you're >> or why it wasn't up at this. If >> you're looking for the video for the meeting, you

028can always reach out to us and we can make sure. >> Yeah. It's just not part of what's up there now. >> Okay. >> And I didn't know why they would be separated. That's all I've got. Thank you. >> Thank you. Um so um we're moving on to old business and um in our previous meeting we considered the personal communication device policies and um we did not vote on it and um tonight because we received so much information um I I will talk again to this but we are going to put off that vote tonight. But what I do want is I would like Anna and Mora just to speak to the survey that you did of the high school, how that came about. How many students took your survey and and just speak to

029it a little bit. >> Would you guys like it on the screen? >> Um, sure. I think I shared the presentation. >> All right. So, we just wanted to provide a little brief summary of the survey we sent out to the PWA High School students. We received 560 responses and of that 560, thank you so much. Um, we asked, I believe it was five questions. Um, two of them were more open-ended and those were optional. if students wanted to respond with personal stories about the cell phone, whether the cell phone restrictions, whether it's been a positive impact on their learning experience or negative. Um, but I just wanted to provide a little bit more of like the statistics of it all. So, um, our first question was, do you feel that phone the phone restrictions

030have improved your overall mental health while at school? Um, we had many students say no, not at all. I believe their responses were more geared towards the fact of like it's remained the same. Um, a lot of students did say though in the follow-up question to that, um, that their that the new phone restrictions have allowed them during lunch to decompress and I believe a more ban would um, kind of affect that differently. Um, otherwise, yeah, a lot of students responded more a little bit more moderately. There was a little bit in the middle, but nobody gave a absolute yes answer because we did have that five option. Um for our second question, we said, "Do you feel the phone restrictions have improved your focus on learning?" Um as I know that was a prevalent

031um topic of concern of whether the phones are conflicting with the learning experience of students. And um we had 279 students say no, not at all. 167 say two, um which is like more of the moderate response, a little bit more in the middle. And then we had 95 students say uh three, which was also in the middle. Um so those were our prompts that we gave them and then we did give them um do you face barriers to your learning experience due to the more to the new phone restrictions. This question was more geared towards because I know there was a lot of questions kind of like what we did just talk about is the two-factor like authentication for um email entries. So that was something that we had a bit of a concern

032and we wanted to get student perspectives because of course we only see like a couple of the classes that we take. We don't see every single class that's offered. Um so a lot of students said yes or no. Most of the no um people didn't respond to the follow-up question that was later asking like what specific things they experienced barriers in. And um the people who said yes were just more so art classes which I know we had previously discussed um the importance of having a phone in there and having those like marketing classes and things that are already pre-approved. Um do you want to share the >> Yeah. >> the individual responsive? >> Yes. Yeah. >> Okay. So I just made a summary. Mr. Smith helped us kind of search through some of the

033responses we got and make a general summary of what the students were saying. >> So safety was a big concern. I know we had our lockdown last year and that really freaked a lot of people out. But I know that last meeting we did address that you can still have the phone maybe in your pencil case or in your computer bag. It's just not supposed to be seen all day. And that can kind of disprove that communication with parents, employers, and coaches was a big thing for students. Like even I've said it before, I think it's a lot lot more convenient to communicate with my coaches on my phone or like I work at the 5:00 club. My scheduling manager isn't emailing me. She doesn't have my email. She texts me. Like that's not really

034going to work out that well. And I've heard from my aunt that we're not really supposed to be starting communication with parents on student square. So I feel like that might not quite work out if we don't want like if we want to have communication with parents throughout the day. Um enforcement concerns. Some students believe that a total ban will increase negative behaviors and increase the amount of reports due to phones. Um and then a lot of people view their lunchtime as their free time. I'm sure many of you during your lunchtime if you have nothing to do you might scroll on your phone. I see Mr. Katie posting what to eat for all the wrestlers on the sports you. But that's during your respective lunch time. If you don't have work to do then

035as long as you're not harming anyone, there's no wrongdoing with that. Um so the bigger part is that many agree with the restriction. They understand why it was put in place and they understand that they're supposed to focus during class time, but many view lunchtime and in between passing period as their free time. And if you want to treat them like they're going to be functioning adults in the real world in just a few years, like you need to give them some of the responsibility to thrive in an environment that's more unregulated than school is. >> Thank you. >> Board admin, does anyone have any questions for Anna? >> Question. Yeah. Did you ask the students how long they can go without looking at their phone? Like could they go without 24 hours without looking

036at their phone? >> that was not a question. >> Might be a good thing to know. Last board meeting I had asked you a question Anna and it was basically if there was um quote a ban but if phones were allowed during lunch, lunch only. Um, do you feel that students would be able to use their phones during lunch, but then when lunch is over be able to put them away and go back to class and concentrate on their studies for the rest of the day? I'm going to ask that again, especially now because you girls have done the survey and you've seen a lot of responses from students. What do you think about that? >> Um, I would say personally I think that students would have um the ability to put their phones away.

037I actually think even now as we progress further into the year, we see more and more acceptance from students on the restriction of having it away when you walk through the door. And that's why I think like promoting it to a full ban isn't allowing the rule as itself um take complete form and have students completely accept it yet. Um, but I think that students have been pretty well behaved. I mean, on the phone idea, I know we have some incidents here and there, but um, I think as the year goes on, we're seeing less of that. Um, definitely. And, um, yeah, I mean, I think like having their phones at lunch, they can still interact. I mean, as of right now, just observing, sitting in the lunchroom, I do see students still talking to

038each other. It's not like they're completely on their phone. So it's not like the restriction has completely taken away any ability for them to interact face to face. >> Yeah. Um I just think a lot of like a lot of people already respect the restriction and I don't think there's a reason to push back the ban. After a conversation with Mr. Smith like we discussed that a lot of the like reasons that phones are being taken aren't always just someone's blatantly out on their phone. It's that like gray area in between where maybe like class is done but the bell hasn't rung, everyone's standing by the door, someone pulls out their phone or the bell hasn't rung to start class yet but they walk into class, their phone's in their hand, stuff like that. I

039don't think it's people outwardly going against policy in place. >> Was the 560 all high school? >> Yes. >> Okay. Was this opened up to teachers at all or No, >> we did. I did actually receive a request from a teacher um who was curious if we were going to make a survey involving that just because of the quick time that it like we created this pretty quickly and kind of threw it together and sent it out. We didn't really talk about that. Um but I mean that's a potential to have survey that goes out to teachers as well just to hear their perspective. When are we, sorry to interrupt, but when are we planning to >> like finally vote on this since I know we think they >> Well, I think the most important

040thing, and I can only speak for myself, is that the reason I saw a disappointment when I said that we're going to table that vote tonight. But I think what's important here is you girls have given us a ton of information and we got it this afternoon. And I can say personally that I know there's board members that were not able to weed through all the information and read all the comments and everything that we received. And out of respect for our students, I really feel like we owe it to them to review all the information that we've been given. So it does not feel right to take a vote tonight without and we have a board member missing tonight. that individual should read the same information before we take that allimportant vote. Um, so

041I know that's disappointing, but I think it's respectful of those that answered the survey. Um, you know, originally the board said that we were looking to enact something January 1st after the Christmas break. We have a lot of time here. It it doesn't take long to take a vote and approve or not approve. Um, but I think what's most important is that we're respectful of the student opinions and consider those and forward after we've all had time to review that. >> Well, I'm just wondering because if time allows, then we could get a survey out to teachers if we'd like to see that data. >> Yeah, that'd be pretty easy to do. >> Board members, how do you feel about that? Would you like to see teachers? >> I would like to see that. >>

042I would absolutely love to see teachers. >> I wouldn't I think Don't Isn't the Isn't there a ban in the classroom already in place? The current um rules prohibit use of the phone during classroom time, >> right? Which is good. And I don't think that we would want to see that change. So I don't see that the exercise would be providing us with much more useful information. >> Well, the reason Mary is because there's a consideration for a complete ban, which would mean no phone from bell to bell. And right now they're allowed to use it in the hall in passing and on lunch. So that's the difference in what's being considered here. And um along with students opinion, I'd have to agree. I think it would be good for us to hear some comments

043from teachers on how they're feeling um about the consideration of a total ban. Um am I alone on that? >> No. >> I think we're asking you to do a bunch more work. I could you have a question time out on that one. Is it appropriate for students to do a survey of the teachers or do we need to have >> right >> we can very easily push out a survey to teachers. >> Yeah. >> Administration could do that. >> I think it's more important that we have it come from >> and it would be again only high school knowers like what because like these questions were designed specifically to ask what the impacts on students. >> So what would you like to hear from the teachers like general what perspective >> um >> I

044want to know if they're in support of the full ban or not. >> So so an either or of current uh restriction policy versus ban policy. >> Correct. >> Okay. >> and why I guess maybe if there's room for some verbatims. >> Yeah. For some comments also since we've gotten stricter on the restrictions and not a complete ban. Do the teachers see any changes now that we're really strict with the restrictions or do they feel the ban is something that they think is necessary to keep kids focused? I mean we can come up with questions. >> Just a clarification at one point you uh we had a discussion about social media and I think the uh admin's response was They don't have access to social media on your system, >> right? But we don't control

045their phones, >> right? >> That's where I would lead into. So, when we were talking about student access to social media, it is an insufficient answer, it seems to me, to say that no, they don't have access to it because they don't have access to it by us. They've got access to it any way they want if they bring in the phones. So we have no control over the social media I think would be a better way to frame that. >> The prior question the question that you posed earlier was about uh chat GPT not social media. >> No this is this is a couple weeks ago. >> Oh okay. I thought you were talking about your question earlier but no >> yeah of course we don't control their phones if their phones are on

046their personal networks. our our filters. >> The question that we that was brought up before was what's the uh per permeation of social media into this academic environment and the response was there is none because it's not on this it's not on students can't see it from their networks. >> Pretty sure the answer we sort of walked over I I didn't catch it myself so no fault on your point. >> Yeah. I'm pretty sure the answer was that we don't allow it on our system. >> Yeah. Right. Right. Exactly. uh which doesn't it just leaves a big hole. I mean, >> God bless him. I mean, if I'm 15 and I got this phone and I've been raised on this phone and my life is on this phone, I'm not letting you folks take it

047away from me anytime soon. This is my nourishment and we have created a scenario where their brains are focused to this. So, for 50 minutes, they can put it away and for 50 minutes they're wondering if there's going to be anything on that phone when they get out to it. That's a different problem. I understand that. But it is inaccurate to say that they have no access to social media while they're in this building, while they're on this campus because they got it everywhere. They got Tik Tok, they got Jeep, they got everything they want as long as we have the phones on the campus. >> Yeah. And we didn't >> Okay. Yeah. I just That should be kind of the backdrop here. If there was any intent or any suggestion that we were taking

048care of or tamping down on the social media these children are exposed to uh that's not true if they've got the phones everywhere. So thank you. >> Theoretically they they cannot access the internet school district internet on their phones here. Right. That's shut down. >> They they can't access rights. Right. They can't access our internet. Right. and on if they are on with their other devices on our internet, we have control. If they're on their phone networks, of course, we don't have any control over that. >> So, if they're using data, >> they they would be able to access >> if they're on their cellular, >> right? >> That's again, that's part of their phone package, if you will. So, >> yeah. >> A couple questions I had on this. Um, looking at comments, right,

049there's a lot of across the board. How much is a dual authentication or multi- authentication needed for Chromebook usage. >> I'm gonna have Rachel come up so you can respond to because you're going to know the technical answers to this part. >> You know, there were some concerns about that. >> It was mentioned a lot in the that I have the same question. >> So students are not multifactor authenticating. >> Okay. >> At all. Um that is only for staff the adults on our system. They do multifactor and we don't have students. they don't have to pull out their phone to get the code or the phone call or anything like that because we simply didn't want that inter they are on a different completely different network off the core network and that therefore um

050the risk is is less for them the Chromebooks are on a different network >> but can I ask a question if if a student let's say set up an account you know nothing inappropriate like that like an external not related to school. They entered their own information. Would it be possible that they would have to do some authentication if it had nothing to do with school? >> Sure. >> Brian, can you come up >> for school? Actually, um our AP >> Brian, you're going to need to come to the microphone. >> Um our AP courses um have to all of our students uh in those courses have to sign up for this AP classroom program. um that actually did require two-factor authentication and so therefore uh that was a situation where teachers just had to

051fill out our exemption form. I had to approve that the students could use it for that uh moment for them to pull it out, do that and be done and that was how we handled it. >> Other systems that we provide there are there are no two factor for students other than that scenario. >> I have a couple questions. So, can someone speak to the document that was provided as a summary? From what I understand, it was an AI summary that was put together and what prompted that and I guess what application was used and >> that was the one you provided, Brian. >> Uh, so similar to your experience today, uh, we had a very short timeline and about 50 pages of comments um, on two different questions. And so we utilized uh Brisk

052which is a district tool uh to ask for a summary of the responses. And so uh that that's the summary that you're seeing there is essentially a brisk brisk generated uh summary of all of the comments and the general themes throughout the comments. Um scanning the comments I think none of us found anything that seemed like it had gone ary. It seemed to be in line with what we what we read. But it's just anecdotal student comments, right? I mean, it's not like it's anything was filling out as like countable, if you will, than if Matt was counting something or not, but is there anything that's countable out of this in terms of the frequency of any of these responses? >> We could certainly do that. I could ask better questions of uh AI or

053I could count myself >> engineering by the way. >> Yes. >> Okay. >> Yep. I in large part I was just trying to give them something they could work with and putting together a presentation for this evening um uh without uh this was really their project so I was just trying to give them the tools they needed. >> Yeah. And I'm glad that you guys were able to do it because that was one of the concerns I brought up last time is I didn't think that we had enough data to be able to really do it and we also really hadn't sought out the voice of the students who are affected by this. And I think I made the point and some of you tonight have also made the point that their lives are much

054more complex and they have multiple scheduling issues and obligations, work, uh, school activities, extracurricular activities that they're involved in and it just becomes really really hard to try to do that in a world of email. And I also found out apparently sometimes emails are blocked or if a person's parent uh is at work or parent or guardian is at work, they're not sitting there checking their, you know, maybe emails from their kids either unless it because it gets blocked in their work emails. It's it's everything has got the firewalls out there now. So not everything always goes through. In fact, I mean I experienced that with my own volunteer kinds of stuff that's there. an a message that came through that a license was expiring on one of the projects that we use and it

055went into my spam folder and I didn't see it for a week and guess what they shut down our website because I hadn't paid an invoice in uh whatever it was seven or eight day period to pay for an invoice. I mean that happens but >> anything else >> the other pieces I just that I think are um in terms of the draft policy that that you're considering the things that I saw as themes that things that came out in the survey one was um and Mora talked about this the safety um the policy that you you have put together that you're considering uh doesn't prevent students from carrying their device with them. Right? So in in the case of of you know that we saw that a lot right in the survey there's a

056lockdown or something like that and that was I think something this board and then committee talked quite a bit about and certainly something we heard about in strategic planning. So that is kind of resolved with with that piece. Um the other was for instructional purposes and there is a process and there's been a number of examples of things that have been improved for instructional you know so like for example there was a really good comment about art right and taking photographs of stages of iteration of art projects certainly that's something the art teacher could um recommend to the administration for approval likely something like that would be approved uh to allow students to use their phones to take pictures so there is again I'm not I'm not advocating for or against any way. I'm just

057clarifying that some of those things that were brought up I think you've thought about uh in the policy that you're you're considering. Um and so those things I thought would be helpful for everybody to hear that in this policy there are opportunities for for those things. >> Yeah, I think on a lot of the comments there's concerns that it's a black and white and that there is room for an administrator to grant permission for specific specific education objectives, right? art u pictures in class right depending on the class they're in. So maybe we need to be help people the students understand that it's certain classes it can be approved based on the administrator for the education of that class uh which maybe it's not coming through or understanding >> right >> that portion. >> I

058I agree Travis I think there are certain elements of this where um it is allowing for exceptions. I feel like that's not getting out there um to the general public that yes, you can pull your phone out if there's a shooter in the building. Um you're allowed to do that according to the way the policy is currently drafted. Your administrator, uh principal sniff can give permission to teachers to make exceptions to allow for fullness, like for instance registering for the AP classes, things like that. So, um, thank you Travis for bringing that up because I think that is important to know that there are exceptions in there and it isn't all just black and white. >> Yeah. And maybe this would be helpful. So, in uh number three on the policy exceptions to policy prohibitions

059says, "Student shall not be prohibited from possessing or or using a personal communication device under the following circumstances." than what you currently have in here uh is in the case of an emergency response to a perceived threat of danger. Bullet two uh when an administrator grants permission for a specific educational learning objective. Uh bullet three, when a licensed physician or surgeon determines that the possession or use is necessary for the student's health and well-being. We've talked a lot about uh glucose monitors as an example. >> Yes, there was a comment by a di diabetic student and they would be allowed to use their phone to monitor. And bullet four, when the possession or use is required by the student's individual education plan, program, IEP, or 504 plan. So, there are some things that are in

060there uh that would be exceptions that I just thought would be helpful for some of the discussion tonight. And >> obviously, we're not going to get into the nitty-g gritties of it, but the one bullet point that you had, a licensed physician or surgeon, physicians or surgeons are physicians and physicians can be surgeons, too. So, I mean, I don't think we need that just to provide something like that. >> Yeah. The other question I had actually this is maybe back to Brian. So we have about is it 895 students in the high school. Is that the correct number? So we had 560 responses which is close to 62 or 61% something like that but of the group and I know you have some data on this because you've also been tracking this now from a

061disciplinary standpoint. How many students have incurred and this is our first offense. So, the device was surrendered or taken. How many of those do we have? And how many second um or subsequent devices or um violations have we encountered? >> Uh so, we've had three weeks so far. We've had 66 first time offenses. When it comes to personal technology, we've had 11 second or third time offenses. >> 11. >> So, 11 students have had the second level. So, that's 11 out of 895 in three weeks or so now. Yep. >> Could they have a school phone? There are phones that you can have that will take text and do the the dials, but you can't access the internet and all that other stuff that is of concern. And it's a very cheap phone, which would

062mean all the concerns about moving back and forth and the uh fast pace of whatever you're doing because of text would go away and we would not need to be so concerned about it because they couldn't access all the social media on these phones. Just the basic flip phone which is available. You could come into school, swap that phone out for the phone, the school phone. That's the phone you get all day. When you go to leave, you can get your phone back. >> I still have a flip phone, but it doesn't work anymore, by the way. So, question. Another question I had is under bullet uh Roman numeral 2. It says students may not use PCDs on school property or have school sponsored activity to access and or view internet websites that are otherwise

063blocked to students at school. And this is one of those it's like, how in the world would we ever enforce that? If we have something in a policy that we cannot enforce, I don't think that makes sense. So, I would potentially scratch that one, but >> you could enforce it if they had a school phone. >> What's that? >> You could enforce it if they had a school phone. >> They have a Chromebook computer now. So, >> right, but we've already established that that's monitored thoroughly by the admin. So the the am I wrong in that >> in terms of their use of the Chromebooks >> in terms of Yeah. In terms of Larry's question? >> Uh well there's filters and firewalls and those things and then there's >> a phone provided by the school

064would have to have the same filters per law. >> Yeah. And I don't think >> no there's no I'm not talking about that kind of phone. The phones that are available um can't think of the name of the company but they're they're for people who don't want to be attached to the internet. but they take text and they have cameras on them, but they're not attachable to the internet and you could use that mech mechanism. You wouldn't have to do with the bags and all that kind of stuff. You just swap the phone, one phone for the other. That becomes the phone you get to use during school. It has no capacity to load up all the ills we're very concerned about with these kids. And it might reduce I know texting is the bigger

065draw for most of them because that's the social part. But it might reduce that constant thinking can't wait to get to my phone in the next 50 minutes because there for the entire day there's not going to be all the stuff that they get to see when they go home on the real regular phone. >> But I think we're also talking about tremendous cost to provide a school provided track phone. >> No, they're they're n $50 >> times but it's 900 phone, >> right? But the family could do that. they if they felt strong enough that they do not want to live have their child leave their phone. Uh >> you're saying if the in the policy if the family wanted to provide a a flip phone with no internet capability, >> right? Then you're

066not having to do this massive ban all the way across parents don't have to worry about not getting to their children. They just if they want the children the child to have that phone all day long. If the students want to have those texts all day long, they get the the very moderately priced flip phone and then they can do what they want. We don't have to worry about trying to enforce it, trying to follow up all those little leads on who's doing what. >> Do we have any more questions or comments from the board? >> Yeah, I just want to back Brian on the number you said. So that was 66 but so the 11 students that have lost access or their second round of violations if you will. So 11 out of 895

067what percentage is that approximately >> about 1% >> 1% right I mean it just seems Yeah. And they're obviously being dealt with, right? I mean, those students, the phones are being confiscated. The parents have to come in and pick them up, right? >> Uh for second time offense, uh you would lose it just like you would for a first time offense, but instead of you pick it up at the end of the day, the parent has to do that. Um and really part of the picking up at the end of the day is that we reiterate the expectations to the student when they come pick it up. And in this case, we'd be able to reiterate it to the parent when they come pick it up. The third time offense would now be that you

068have to turn into the office at the beginning of the day for two weeks. Uh there's a contract of uh very clear expectations uh set forth for that student for so they kind of have a twoe probation period. The fourth time we will be talking about a much longer >> and that was placed in the student handbook materials. Right. So that's the rules that the students are currently following at this point. Correct. >> Yeah. Yes. Well, all but 66 are following. >> Yeah. Right. What is Brian? What is the age of the 66? >> Hey Brian, I'm gonna need to ask you to talk at the microphone because the stream can't hear you when you're commenting from the seats. So, uh, what are the ages of the 66? >> Yeah, if you could just tell

069me how many of them are seniors. >> Well, we're going to test out our new tool called Next Path real quick. And I'm going to say from a senior perspective, I have About 15. >> Repeat that again. Sorry. >> About 15 of the 66 are seniors. >> And they should know better, right? >> In theory. >> Could you uh anybody on the board reiterate the reason why the seniors are included in the policy? again. Mary, could you repeat that? >> Why are the seniors included in the ban at whatever level it is? Um, why are the seniors >> I could answer that. >> Why would that not be a senior privilege? >> Um, sure. Uh, so the challenge that you then face is, um, differentiating in a mixed grade class. Uh, kids, seniors don't have

070a badge on that says I'm a senior. Um, and so, uh, you would have to be like, oh, wait a Yep. It's okay for you two to have your phones out, but you guys can't like it would just be a real management challenge if you had >> Right. I think Yeah, let me just help you out here. Not in the classroom. So, the classroom is the teacher runs the classroom, then the phones aren't going to be in the classroom. So, and seniors would know that. >> Okay. >> But it's the other areas >> from the hallway and the >> all the other areas where everybody is being treated as equally. >> Yeah. So, you magnify that like we if we saw students walking down the hallway, um you know, there's certainly some kids that we

071know are seniors. there are 200 and some of them. So, uh whether this student is are you still a junior or are you a senior like you would run into that sort of we'd have to try and process and figure it out with every kid that we would see that we didn't know automatically you're a freshman versus you're a senior. So, some of it be easy, some of it would be um a management challenge. >> Making sure I get this. You don't know your seniors by sight by their senior year. um we get 200 some odd kids every year and we graduate 200 kids every year and so there's a lot of kids in this building and so remembering that oh you're no longer a junior you're a senior you're no longer a sophomore you're

072a junior like you know it's again they don't they don't wear >> again it's also teachers in the hallways this isn't just three administrators enforcing this is the >> the new freshman teacher that sees kids on their I mean it I'm just going to be direct this would be an complete impossibility to enforce this in a high school as a senior privilege. It's not it's not >> Are there no other senior privileges? >> Um there's uh free periods, things along those lines that students have some flexibility with. Yes. >> Is there open campus for seniors? >> Uh if they're on free period, they are permitted to leave. >> Okay. So it's the same, >> but they have to check in, check out, there's an attendance piece. There's a mechanism for that to look at 900

073kids transitioning between class or three 400 kids in a in a cafeteria and to say and expect the staff to know which of those kids can be on their phone and which you can't. It's not it's not a reasonable thing to think you can enforce that. So if you're going to allow I I would I'm just saying I was a high school administrator. I was a high school teacher. I don't see how that's a feasible option. I like the idea and I understand the rationale for it that they're the most adult. Um but from an enforcement standpoint it would be extremely difficult. >> It would be an undue burden for administration and staff. >> Yeah. In theory um if they're out on their free period, we aren't monitoring them anyway. So they can do what

074they want when they're out in the community. Um so there to some extent is a privilege that exists here. board. Do I have any more additional questions from anyone? >> Okay. Otherwise, um I will take a motion to table this vote um to the next meeting. >> I move to table the old business item. The policy uh 5300.15 personal communication device policy will be um tabled until another meeting or next meeting >> signing day >> October 13th. >> Okay. >> Second. >> All in favor? >> Any opposed? >> Moving right along. uh new business. Uh we want to discuss uh summer campus improvements for 2025 and John Stangler is going to provide an update for us on that. And thank you all for coming and participating. >> All right. Do you want to say anything

075in the open or we're good? >> Just annually, one of the one of the areas where we want to give the board an update and the community update is some of the things that we accomplished over the summer. Um when you when you talk about maintaining a facility of this size and maintaining the buildings to the standards of what we've established in the district that happens in about an 8 to 10 week period uh over the summer when and that's in between summer school uh happening in the mornings on those days. So, a lot is accomplished and the intent is here to give the board an annual picture of here's the stuff that we did two weeks ago. We presented to you the the capital projects from the referendum and the status report on that

076at our last meeting. Uh, and the intent here is not to give the rest of the picture of what is accomplished during the summer through our buildings grounds department and around the district. So, >> all right. Okay. Well, thanks for having me tonight. Um, and again like John mentioned, you know, it's just the continuous improvement of facilities and keeping them up to snuff. Um, and you know, making them great for the kids. Uh, you know, yeah, we do a lot of this in a 8 to 10 to 12 week time period over the summer. Um, all while everything else is still going on and then also some other major construction going on at the same time. Um, so um, but first I want to make sure I I go through a thank you list. Um,

077you know, thanks to Mike, John, uh, and you guys for, you know, allowing us to have the budget in order to make these, uh, positive improvements to our schools and to our campus. Also to my entire team, um, Olivia would make it. Uh, she wasn't able to make it tonight. She was not feeling well. So, uh, but Olivia Gil, uh, Pat Singer, Dale Winshell, Sue for Drew Dinhardt, Troy Mine, Tony Shambuckner, Rich Heels, Jim Blotch, uh, Ben Graham, Jeremy Stats, there's stats, sorry. Uh Rick Monata, Carol Cabino, Andrew Manata, Aiden Jacob, Andy Giden, Gavin Bosanic, Hudson Kelvin, Eli Austin, Mary Gruinwald, Peyton Winshaw, Randy Kernit, Jason Posches, and Bob Edwards. Um, you know, it takes a whole team in order to get a lot of these projects completed over the summer and to flip our

078buildings. Um, again, we're flipping close to 200 classrooms in 45 to 50 days. Um, so it's, you know, it's like cleaning, you know, two or three people's houses on average basis of what they're trying to accomplish over the summer. Um, all while everything else is still going on, uh, around us. Um, so just to jump in a few of those projects, um, I know, uh, Emily Jasnowski and K Durks talked about this in May, but also I do want to make sure I I thank those, uh, necessary parties that were, you know, involved in helping to make this happen. Um and you know we energies um for graciously donating and installing all those power poles. Um we also had uh PWA PTO uh Wellenstein and Son CG Schmidt Natural Solutions uh Sebert uh landscape um

079also Nelson Mell's and uh uh their construction class and also Ben Lap um for their guidance and you know direction in order to make this all happen. Um the best part was getting the kids involved in a lot of facets of this between measuring, laying out. Um evenly in the lower right hand uh quarter, you'll see Emily Jznowski up on that uh boom truck um uh helping uh put in one of the poles. Um so it was just great to see the involvement and the best part is when you can get those kids involved in that process um and make them included and you know again it's going to be a great benefit that the kids are going to be able to enjoy going forward. Um, we also had a couple of other uh projects

080that we completed over the summer. So, um, with the AC being down in this area here, which services air hand unit 2, um, the IT office down the hallway, we decided to, uh, uh, take care of the carpeting. Um, you could see that it this is the old carpeting from the old computer lab way back when, um, when it went from a computer lab to, um, an office area back in 2012, 2013. Um, so we end up giving that a nice little facelift, paint, new carpeting, um, while the the AC was down. So it was the only time really because otherwise the IT departments, you know, continuously working and moving and everything else and we had to relocate them anyways because of the air conditioning uh, being down in this area that hey, we're able

081to remodel and take care of their space um, at the same time. Also, thanks to Deer Flooring for being able to help and uh flip the carpeting in a short amount of time that we're asking. Um, also we uh uh installed a new softball batting cage. Um, so in right center field, you'll see a new softball batting cage that I know Ben and Jeremy uh primarily installed. We got the material from uh Keeper Goals and Cam Sports. Uh but then my crew was able to install it, so we saved a little bit of money by being able to install it in-house and taking care of that ourselves. Um also, um you know, you're familiar with these. Um this goes to Derek Walls and Sheer Shear Construction or Shear Cares. Um they helped install this. I

082know there was a nice uh you know uh Miranda gave this a really good article a while back where we had the ribbon cutting um of what Derek was able to accomplish and uh add to both PLE and Horizon's playgrounds with the calming coes. Um so just some great great spaces and another thing that kids are involved um and we're able to to get in and get completed over the summer. Um, also there's a couple of other projects. I know, uh, Dana and Divia, um, painted the courtyard area, that wall. Um, just a different perspective. Um, I gave that, uh, the the space right out here, uh, right over your shoulders right there. That's, uh, was just kind of spruced. It definitely spruced up that courtyard area, gave a little more life, um, that they're

083utilizing as a a zen garden, um, of sorts. Also on the right hand side, um I know Tammy with Pocky Predators, um they were we were able to cut that back and help them out in installing all the new infield mixes um in that softball JB diamond which is right next to um the the turf diamond in the backhand uh back side of Asa Clark. Um, also, um, you know, we were able to accomplish, um, some other fun items and, you know, we talked about two weeks ago, replacing three other rooftop units, um, at the high school. So, just to kind of put things in perspective. U, the green and the yellow areas, those are the areas that service uh, a good chunk of the high school. Those are one and two. So, those were

084completely replaced. Um they're about half the size what they originally were. Um these are old dinosaurs. I call them energy dinosaurs that we had from 1968 where um we're already seeing the savings. I don't have a even a full months of data, but um we're seeing a nice kilowatt drop in the energy usage just based upon those two units. Um also, you know, these service the first floor and second floor. So like the area in the yellow that has 30 VAVS in them. So there's three or 30 variable air volume systems that help control the air. So I can control the temperature, heat, and cold air to each individual space. Um, so it's it's definitely going to help us create a much more efficiency, but then also like say if one teacher say, "Hey, I'm

085hot or I'm too cold." All right, we can adjust it and open up the right uh, you know, valve in order to supply them the the air that they need. Um, the the unit on the northwest corner of the picture, um, that is air that has rooftop one. So that was one that was replaced. And then there's also rooftop two and three um which are just the north side of the auxiliary gym which service the majority of the auxiliary gym and then part of a locker room. So those are the other three rooftop units that we replaced. Uh but also I just want to mention the magnitude of that. Um you know these units are gigantic. Um and if you've been down below the dock or well the other unit you've probably never been in

086the basement. Um down near 103. Um and that's and that's on the lefth hand side. You'll see that. So that's down there. So they're these are half the size they were they used to be. Um and then you know at the same point with construction we had to drain the chiller and you know that led to the AC not being on until later in August. So we had a lot of temporary air um that we supplied for to to take care of the summer school that we hosted at the high school uh middle school. It did not affect the AC at the middle school but it just solely affected the AC at the high school um with all the construction and with all the units that were under construction. Uh but that is a massive

087undertaking just to rip those out, run new lines, run new deck work. Um you know, and going back, you know, going back from a chronological timeline, we hope we had a lot of abatement that happened in March, April, then we, you know, took a lot of, you know, our crews took a lot of that stuff out of the old tech head wings. Um a lot of it we have stored that of the stuff that we will be reusing. Uh and then we had more abatement right between regular school and summer school. We had graduation on Saturday. On Sunday, we had abatement going on and the whole next week in order to prep for demo and prep for construction and all, you know, and making sure all these units are have the old duck work. Um

088there was like say the caul is hot. So there's different colors of caul that was on the old duck work that gigantic like you know 36 inch duck that that serviced uh from the old units. Um that had to be removed as part of the baitment as well. So they just wrap it and they they pull it out. Um and then we run all the air clearance and everything else that we we complete after that. But again, that was a lot um of the high school's a a uh HVAC that was replaced. Um also, you'll see um so this is an example. This is actually just a screenshot of the new area that you were just in this evening. So the bottom right is actually the multi-purpose room. You can see all right, we can

089see the temperature. So those VAVS in each of those spaces, we can see the temperature just by looking at the screen on our building automation system. So the great part is we can see this remotely and I could, you know, I could pull up my laptop at home. I can check a temperature. Hey, someone the gym's too hot. Hey, can you cool it off for us? Yes. So we can adjust that uh through our building automation system. But this is the type of um system that we have in the new area and then also that we were able to receive with all the a uh HVAC improvements with areas one and two. All right. Uh and then on the left hand side uh we had uh um keeper goals uh helped us install the new

090uh discus ring. Um we had to relocate that that used to be closer to the the maintenance shed. Also in the right hand side, we installed uh the back matting on the the softball uh turf field. Um also um I throw a picture of Horizon here. We had clear vision pressure washed. So we used to have some staining uh from some of the seams uh from the u the metal coping that ran across the top. So that all got pressure washed. So the entire uh horizon got pressure washed um over the summer. Um there's a whole process to make that happen, but you can see it looks pretty pretty clean and uh you know, just like new. Um also with other HVAC improvements come a couple of other random items that pop up. On the

091left hand side, um we had a boiler pipe that collapsed during the year that we needed to have repaired. Um so there's new piping that piped up right out into this courtyard um in order to uh properly vent that. Uh and then also on the right hand side there's two pumps that were rebuilt uh and well actually sorry yeah built and uh one was rebuilt and the other one was replaced completely um that that services uh the water um for there and then also our crew ended up replacing and rebuilding the two domestic pumps um that are back by the band room. So that services uh a good portion of the water that services the high school um especially on the west side of the high school. Um, and then as far as the roofing

092goes, um, you know, the whole bottom right of this picture, that's what was replaced at PLE. So again, that's almost twothirds of Pewwaukee Lake Elementary was replaced. The ones on the top left, those are going to be we probably be able to hold off a year or two on those um, of their replacement. Again, these are life cycle replacements. And just to put this in perspective, that was 73,000 square feet of roof that was replaced at at PLE. And they pull off typically like five they open up about 5,000 square feet every day. Close to 5,000 square feet. So as long as it's not a rainy day, they're opening that much. They're replacing that much uh of a roof section every day as they as they roll around the building. So that took a majority

093of the summer. Um and then you can see we have nice EDPM roofs. Um you know, and also it'll enable us and give us more options when we're looking at adding some more solar next summer. Um, so the nice thing is with the rubber with the rubber, it's not as heavy as the the ballasted stone that you'd see on the typical roofs that we had before. Um, so gives us more opportunities and also we can see if there is any leaks, we're going to be able to see them a lot easier on this rubber roof than we would a different type of roof. And also the Yes. Go ahead. >> What is uh what is the wear the life of a rubber roof versus the stone that we had? the stone 15 to 20 years

094you get on a ballasted uh this rubber you'll get anywhere from 25 to 30 um you know and again like the one that was at Horizon that we replaced that we were able to extend that life of that roof by four or five years um also the ones that at PLE we're close we're at 28 29 years on those so um the full the full rubber the the fully adhered rubber um we can usually get easily five to 10 more years out of from a life life cycle life cycle standpoint. Uh and then Horizon and again this is everything from 2001. So that was all replaced um which is about 80 85% of that building um minus the you know the 2015 editions and the 2020 uh gym edition. So just about everything else was

095replaced. Um the only thing that remained stone was some metal roofing on the front face. Um that you'll see you know the uh sorry areas two 2 three five and 11 ended up 2 three five and 11 those end up staying ballasted because they were metal. Um it made more sense to keep them as stone. we're going to get the same warranty out of the companies um for having them having them stone versus rubber uh being those low roofs just because of the metal decking that we that we had. >> What was the actual life on those roof roofs from Horizon then? >> The roofs from Horizon. So >> this is the first replacement, right? >> This is the first replacement. Yes. So that it it we're able to extend it and make it last

09624 years. >> Which is which is really good for a ballast roof. Usually a balance of roof you get anywhere from 15 to 20 years out of it. Um if you you know maintain take care of it you can get up to maybe you know 25. Um but then again ultimately you're you know you could have leaks and a a lot of leaks in a short amount of time if you don't replace it before it needs to be replaced. But great question. Um and then those are Horizon's roofs. So those are looking really nice. Um, we had uh inspections on those recently and I know I think we're just waiting on the the U manufacturer rep to come out and uh do their full inspection yet. Um, also, you know, the, you know, there's a

097great opportunity. Um, I know Mountain Viking Club, I know Mr. Sniff is gone, but, uh, they helped us out. Um, so with spreading the wood chips, you know, we've helped maintain and take care of. So, our ground suit takes care of a lot of those trails. um you know, trees that go down, storms that you know, wash outs from floods, um you name it. So, we're trying to take care of those trails and help them out. So, the mountain biking club also helped us out um with helping spread a lot of the wood chips around our playgrounds. So, we had them dumped. Um they were able to bring all the rakes and help us out and, you know, making that all happen. Um also, um this was a huge undertaking. Uh so in early April

098we ended up relocating um the existing weight room and fitness center uh into the auxiliary gym. So we ended up putting uh plastic down you can see and then two sheet two rows of plywood. Uh and then also we had uh uh the I call them Lego pieces of rubber that we put on top and the kids. So the speed and strength, it's not just the football team, you know, there's a lot of other kids from other sports in the speed and strength that helped us get it all set up and take care of that. And then, you know, the biggest thing is like, all right, the football team. Um they there's couple days there in early August where they literally moved all of the new equip all the equip existing equipment into the new

099weight room, unpacked and unloaded all the other new equipment to help supplement uh the new weight room and fitness center. Um and then also help tear down the old the auxiliary gym uh the temporary weight room that we had set up. So that was a big undertaking. And so I really want to appreciate, you know, thank uh the football coaches and Spain strength for those just because that was a lot. It was a big undertaking uh for us to make happen, but it was a terrific it was a terrific option and a terrific temporary weight room uh fitness center. Um you know, I'm getting nods from students. Yes. So u but it was a great temporary option that that helped meet our needs until the new space is ready. All right. And then uh the

100nice thing is all right we got that done just in time. Um we had Stalker Sports flooring in there shortly uh shortly after it was all removed. Um did our scrub and recoat um floors in good shape. Um because that was the biggest thing. We wanted to be able to protect the floor and not have to sand it down, repaint, refinish it. Um so we're able to get that turned around and and that was ready operational for the first volleyball match uh on the 28th. Um, also, you know, again, like you know, Mike and John were saying, we hosted all this other stuff. So, there's still camps, still summer school, still still, you know, other events. And then we had decided to after summer school was done, we decided to host a a mission work

101camp. Um, so the cool part about the mission work camp is they they spent the night uh for five or six nights in ASA Clark. Um, and they took up most of the rooms. There's a couple spaces we kept them out of, but otherwise there's 291 campers uh from 16 churches from seven different states that made up 50 crews that contributed 80 over 8,700 hours of awesome community service to Lake Country PWA and all of our surrounding communities. So, it's pretty much within let's say within 50 miles. So, I mean pretty much draw a circle 50 miles around. They they did they were able to complete all their projects. But um cool to see that 87 hour 8,700 hours of community savior service were able to happen in all of our communities uh thanks to

102their help and um you know and having them in our community. So it was a great thing because I know this one goes back to pre you know 2019 2018 I think we had our first meeting um with them talking about having them here and then obviously 2020 I was like well that's not going to work this year. So, and then all right came back and we're talking about in 2024 and we're like yeah I think yeah we can make this happen. I'm like all right it's going to be a little tight with all the construction going on but we can make it happen. So uh but it was great we're able to make it happen and uh host them. Uh it was a great it's just a great a great thing to have and

103um have as we're going on. Um and then I'm just thinking if any other thank yous here. Um but yeah, I mean again it's just they have a great team. Um, also, uh, you know, there's a couple of other things that I didn't have pictures on from crack filling, striping. Uh, we had PLM take care of a lot of that for us. Um, also, you know, there's there's some of those other things that just kind of happened behind the scenes like, all right, we had a motor go on a rooftop unit. Uh, not one that was replaced, one that was about 12 years old, the motor went. So, you know, our crew replaced that a few weeks ago as well. So, these things unfortunately happen, you know, when you least expect it. But our goal

104is again through preventive maintenance and you know proper proper replacement uh rotation schedule that we can take care of these items before they become an issue. Questions? >> I have more of a question maybe for Mike. So with this mission camp I guess either why did we do it and what benefit did the PY school district get out of having or hosting it? Um, we were approached as John mentioned as probably about 2019 was actually some Piwock school family, the Wallace's actually approached me about this idea uh uh from their church. Um, I I did go to the board about it um and get the support of the board to do this. Um, you know, we did it bec because we were supporting our community. We thought uh what a great opportunity uh simply to

105provide a place uh for them to be um they they they're paying for the custodial time. They're paying for the food service support that they have. Um basically we provided them a facility where they could bring all these people together and you know they're eating at local businesses. They're doing projects in our local communities. So, it just seemed like kind of a no-brainer to help uh help them provide this service to our local community. >> So, I mean any direct cost we were able to cover? >> Any direct cost is invoiced to them. And >> was there anything that they did like specifically in city village of Piwaukee or not in you know >> um I'm sure there were I don't know what all the projects were. Yeah, I don't have all the details, >>

106but it was a lot of, you know, building porches on people's houses or or wheelchair ramps or things where people can't afford to do things for themselves. >> I think it would be helpful because obviously it's a thing that we may want to showcase in terms of, you know, supporting other um other kind of activities in the community, if you will. So, >> yeah, I can reach out to them and ask if I can get kind of a list. Were there any PWA students or churches involved in >> Yes, I know there were. I know Alex Steinhouse was part of it because he's been part of work camps before. Uh so Alex was definitely involved and I'm not sure which church is his, but um but he's >> he's one that I know that was

107involved. >> Any other questions? >> Brandon might want to do a story on it or something. Thanks, John. >> Thank you. >> Okay, next up is data and assessment calendar and I'm going to turn it over to Anthony. >> Yeah, I know last year it was a goal of the board to um have better knowledge when I came to data and assessment. So just sharing our uh data and assessment calendar um with all of you for the school year if there are any questions. I did not receive any questions prior and Candace and I do have um time scheduled. I think there's I think both of the board meetings in October and then one in the spring and each of those is really going to be to focus on the ACT suite the Wisconsin forward

108and um as web plus so the high leverage assessments that the state utilizes to judge our performance. >> Thank you Tony. Could you Oh, sorry. Go ahead. >> I was just saying thank you Anthony because I find this very helpful. So, thank you for the work put into it. >> The last Yeah. The last thing you mentioned, Ames. >> Yep. >> What could you just two two sentences? >> Yeah. So, there was a a quick description in the board memo as well. However, with the passing of act 20, which is the Wisconsin state reading law, um the adopted screener by the state of Wisconsin for students um up up through third grade is Ames Webb Plus reading. So that's the assessment that our students in those grades take in fall, winter, and spring. Um that

109if they don't meet certain criteria, then they have a more formalized um reading plan as as required by the state. >> Thank you. >> Yep. >> Okay. Next up is uh strategic plan year 2 technical plan update. and we'll start with >> Yeah. and all process owners are here tonight if you have specific questions. Um I didn't receive any questions ahead of time on any of the strategic plan plan elements. Um but this is year two of a three-year plan. You approved the plan last fall. Um in terms of the three-year plan, what we do is we come back to you and provide you um the the updated year 2 version of that plan. So the goals might be tweaked a little bit. uh the the targets could be adjusted. We also look at what

110is that year two piece. How far are we trying to get in the second year? That's your year two tactical plant objectives. Um provide you with the again the key measures that we're using to monitor our progress on these goals and kind of articulate what are those um key actions or strategies that those process owners are going to be implementing uh to advance uh that portion of the plan. So, um, uh, so that's been presented, uh, to you for questions. There's no need for action because you've already approved the plan. Um, but certainly we would take any questions or feedback that you might have, uh, at this time. And if you have specific questions on any plan, any of the process owners are here to help uh, respond to that. >> Any questions? >> Yeah,

111I do. >> Go ahead. So Anthony, this was one of the things and I actually I talked to Mike a little bit about this afternoon and it's in your section where you have the future ready and there's some numbers that are in there and again give us some context in terms of you know the Ames reading the 73.7 to 75% and uh for the forward reading assessments 69.2 to 72 and then the ACT suite assessments from 55 to 58% a 3%. So, what I struggle with is it's like, okay, like that's a 3% or a 2.8% or a 1.3% change over a 2-year period of time. And so, give me some context around how do you arrive at that? And is that really pushing it hard enough or kind of like how do we kind

112of strive for excellence in those situations? >> No, I I I Larry, I think it's a good question. Um, you know, obviously in writing goals, you know, we utilize the smart goal format. So, one of those is is realistic, right? So, you want a goal that is um achievable. So, Candace and I work together and from a a data and statistics standpoint. Um, that was a conversation that Candace and I had um regarding set setting those targets to be like stretches um but also attainable. um you know in working with Candace when you look specifically probably Ames Webb was was new this that 73.7% baseline that was established last year we don't have a lot of historical data when it comes to that um but when you have a higher percentage of students that are

113already proficient or higher um the students that you really are trying to move that are below proficiency those are the students that have some significant gaps so in a three-year time span um that's a that's a hard group to move. Um so in working with Candace, we kind of identified kind of those targets based on each of those different measures. Um you know, the ACT suite is I think one that that stands out. Um you know, if you recall when we talked about the ACT last year, you're either at college readiness benchmark and or you aren't. And that college readiness benchmark is a 50% chance that if you were to take the corresponding college level class, you would get a B or higher. Um, and if you go back 10 years in time to 2015,

114which is the first year that the state required all juniors take the ACT, the highest percentage we have had um in that time frame was was 59%. It's went up, it's went down, but it's it's remained relatively flat. So, in really looking and I anticipate that this strategic plan plan goal will continue beyond this three-year plan. But our in working with Candace, we really wanted to focus on creating a steady upward trend as opposed to the couple percentage up, couple down, couple up, couple down for the last, you know, 10ish years. >> Okay. have another question. It's kind of on page five. You don't have a page numbered, but it's the year two tactical plan objectives. Um, keep on page five, six. Okay. Yeah. Where it refers to implement professional learning committees, PLC's that systematically

115address the four critical questions. >> Yep. >> Tell me about those four critical questions and why are they not like really, really, really embedded in everything we do? Yeah, I mean I think that if you look at any type of educational research um professional learning communities are a high lever strategy and really to paint a very clear picture um it is shifting from just talking about hey what are we going to teach to did what we teach actually work and did it um increase student learning. So, those four questions are what do we want students to be able to know and do? So, what do we want them to learn? How are we going to know they learned it? Um, what are we going to know or what are we going to do if they

116didn't learn it? And the fourth question is kind of for those more advanced learners, what if they're already advanced and already know it? How are we going to meet those students needs? So, it's really getting groups of adults and teachers together to really it's to be honest, it's job embedded professional development where they can share strategies to meet those learners needs. >> Yeah, this is maybe I've been around this a long time, but I mean that should be something that just like automatically comes out of every teacher, principal, administrator, right? It's like that's what we do. I mean, if you think those four questions, right? It's like what do we want students to learn? Aha. you know, it should be pretty clear, right? >> I mean, I I feel fairly confident saying that we're really

117really good at questions one and two. >> Okay. >> I think the questions three and four, like what are we going to do with the kids that have shown that they didn't learn it and how are we going to extend the learning of those those higher level learners that have shown like, hey, I might already know this. Those are the areas that we could improve a bit on. >> Yeah. Thank you. And just a comment on that, I would think probably most of your experiences in education has not been questions three and four. Most of your experiences historically, certainly mine was coming up. Teachers plan a lesson, they teach it, they assess it, and then they move on to the next thing. And because you got it or you didn't, there might be some kind

118of a bell curve in class. Some kids did really well, some kids did poorly. They move on to the next unit of study without really diving in and remediating and and doing those kinds of things or extending. And what this really drives is that that constant analytical improvement process related to learning. And so it seems intuitive, but there's a lot of discipline practices that have to have if you're really going to be pushing that. >> Funny you should say that, Mike, because now it's an opportunity. That's exactly what the Malcolm Bulbage Award is kind of drives is the idea of continuous improvement and continuing to get better at what we do. And that's the end of my questions. >> Yeah, >> I agree with Larry. I'm I'm I'm I'm always stunned that you bring up

119things that are so core to what should be going on here as if they're new and you don't know how to do it yet. And I must push back strongly on points three and four. I'm a former teacher. You don't do one and two unless you're doing three and four. There's no that's not that's a non sequator. It's not part of the teaching function to split it that way. So, thank you Larry for bringing that up. It it always you guys do so much facility-wise and all this kind of stuff, but sometimes I think you forget that teaching is the most important thing we're supposed to be doing here. And we're not doing a good job of it. Nobody likes it when I say we're 40% reading. Always the quit bringing that up. But that's

120our raisin detra. That is the whole purpose of ever having done this school public school in the first place. And we are not serving 40% of these people 10 years running. And what we've done from our beautiful state is we've lowered the standards. So we can say that we've got more than 40%. >> Yeah. And I >> succeed or don't succeed. >> We we don't have 40%. So and every piece of data that we have provided would show that that is is not true. And >> excuse me, Anthony, what do you mean? at the forward exam for the last 10 years. >> 40 40%. >> It can't read. Yeah. And it does exactly what Larry was describing, what you were just describing. It goes up and down a little bit around a very straight line,

121but it goes a little bit up two points, down two points, up two points. But the average, the median, if I can use that word, John, the median is 40%. That's 10 years running. There's been no change. No matter what beautiful architecture we put, no matter how many layers MTS did, what all those layers of things you have these teachers doing, I I sometimes the people that are not here ever are the teachers. You've got students here who don't, God bless you, have no idea what it is to be taught. They're little. They would have no idea how to run a school. But the people who actually do the work, the hard work, are never part of the discussions. And it's like taken for granted that we don't have to do anything about teaching that

122just goes on without us. >> And that's just I'm just going to call it what it is. Blatantly false and untrue and disingenuous statements. I'm not saying what I'm saying is impression. You can't you can't >> you can say what your impression is. The fact of the matter is you've had teachers in front of you again and again and again and you've had data that shows you it is not 40%. You've had information presented to you that kids in fact can read quite well in this school district. Can they get better? Yes. Are we focused on it all the time? Do we talk about teaching? Excuse me. Every day. So for you to sit here and say that we do not focus on teaching and we talk about these things are being new. We talk

123about teaching all the time. I have staff here in front of you who deserve more respect than to be constantly told that they are failing by you. It is not true and it is disingenuous. >> I don't think that that's what I'm saying and >> it's what you say consistently >> and the people that you have here come to present. They just present a presentation. They don't really tell us the issues they have in their classrooms, the things that are making their job difficult. That's not ever what they do. They just put on a big smiley face. The reading data, you have pushed back on that. The first time I brought it up, you said you didn't believe it. It's the forward exam data. And I would think that one of the first things in

124order to get past this is you have to acknowledge that we can't read here. >> Mary, I not going to keep saying it's not an issue. How are we ever going to solve something that you don't think that's not an issue? >> Can we get better? Yes. So, tomorrow you can expect an email from me on the percentage of students that met benchmark on the forward for the last 10 years. And as I've always stated, if you want to talk about what we are doing for instruction, I just put it up here last July. My door is always open. >> It was up here on last July. Everybody read it. Everybody saw 11% 40%. Everybody saw it. Page four. It was up here on the screen. That's why I did it. So it's on video.

125So it's every So So I'm not just sitting here referring to a document. You don't know what I'm talking about. We put it on the screen. >> That's what we need to address. You're not interested in solutions. We break down very much so greatly that you MTSS and all the different things and experts in reading that come up here and they talk about the things that are happening and all you want to talk about is the fact that you think we're failing. That's all you talk about. What is your suggestion? What is your solution? Cuz I have yet to hear one. >> I do. Uh well >> besides the fact that you said you were a teacher and you and that we don't apparently know what we're doing. So please advise us as to what

126we should do. >> What we what I don't have from the teachers is what it is in their classroom that they are seeing that prevents them from doing what they want to do. I had asked a question uh when the surveys were going out. How much time does a teacher put have to teach and how much time does a teacher put to things that are not teaching related? That was a survey question I suggested you put on their on the survey you had for the teachers. Those kind of things. I don't think these people are stupid. What I hear when they come in here is a whole lot of stuff that they do that has nothing to do with teaching. They're meeting here. They're having days off here and they're having all sorts of things

127go on in their classroom that have nothing to do with teaching. And I thought we should maybe look at that because teaching is not hard. It takes a great deal of patience and mostly it takes time. And what I always hear from these folks, the fact that you even have them come in here bothers me because time is a very the limiting resource and you're taking it away by having them come and present here. They have to be able to have that time to do what they they need to do with their kids. But if their kids are being constantly told to move here, move here, move here. When I was a teacher, the most thing that concerned me in the classroom was when extracurriculars would come into my classroom and they would say, "We

128need the students to be here. We need to cut your time short here. We need you to cut your time short here. We need you to be in meetings." And what I hear from you guys is a ton of meetings discussing how you're going to do it. You don't need to discuss it. You just need to do it. You sit down with little Johnny or little Sammy and you're sitting there and you're tutoring. That's step three and step four. But you can't possibly do step three and step four if you as a teacher are committed to having to do so many other things administratively that look good on paper but don't actually teach. So my my suggestion is as it always has been Mike which is to look into the classroom. Why is it this

129is somewhat of an anomaly? Prior to public education getting the foothold that it had, we had people who could read at very high levels in this country as a regular thing that has dropped this far. I would like to see a serious exam. What is it that they're doing in those classrooms? How much time do they really have to teach? and how much time are they spending filling out forms, filling out and the testing, you constantly test them. That is that was the other thing that was a little troubling to me when I'm teaching and I've got four days of a of a quarter that I don't have anymore because they're being tested. These are the most precious things a teacher has is what they own as their their int their intellectual ability and the

130time with the students. So I would look there >> but it may but isn't testing a barometer for >> No, because when I'm a teacher >> when I'm a teacher I already know every single student what they can do. >> The testing >> is for them to know what they can do. >> So >> if I'm a teacher I already know that it's Jack who can't do this. >> It's Peter who can't do that. I know where all the weaknesses are in my room. The testing is for the public. >> And the other testing that is somewhat useful is for the student to know that they've actually mastered the material. It is never for the teacher because as I'm a teacher, I'm talking to them 20 all day long. I know what their heads are

131at. >> So my exact miss I think you need to go on the learning walks and go and see in the classrooms what they're doing because the thing >> I am a teacher. You folks are not teachers. I have been a teacher for 10, 15 years. There's nothing you're going to show me in those classes they present to us. That is the most preposterous thing you have suggested. >> And I have seen them teach the same things that they're coming here and presenting to us. >> And how long ago was it that you last taught Mary teaching? >> If you know how to teach, you know how to teach for life. >> The landscape is not the landscape. >> It's not No, you don't. This I mean I would never suggest go and see it

132for yourself. >> I would never come to you and tell you about how to be a nurse. and seat. >> I've been in a classroom. I have stood in front of students. >> I'm going to ask for a motion to end this. If you have not stood in front of a class, you don't even get the idea of it because you haven't done it. But to tell a teacher to find out how the teaching is going in another classroom, it's like telling a nurse to go and find out how nursing is done. you you don't even acknowledge that there's a body of tools that those people have that is innate to them. There is something about a teaching skill. They have it >> and nobody is negating that. But I'm saying that you're >> I

133have it. You're telling a teacher to go and watch teachers. >> But you have concerns. I'm hearing you say I have concerns about what's going on. Go and go and witness it for yourself. >> I can see what it is. >> And another thing, Mary, >> you've got 40% who can't read. How much more do you need to see, >> Mary? For all the times that you complain about our rating scores, how many times have you sat down with Anthony? Because I have. He's a wealth of information. Take me time to explain what's going on with our Anthony. Don't you know how to read? >> Well, that's not giving solutions. >> I would be I sit down with students. I could tutor them. Happy to do that. I wouldn't tie this gone negative. I am

134now asking a board member to give me a motion to shut down this discussion. This is no longer productive. This is negative. >> You are trying to encourage discussion. You spend hours talking to us all the time about how these these board members need to speak up. >> Nothing to do with the assessment calendar. >> No, it's it's it's now turned into negative bashing. I'd like a motion to I found it very I found it very further discussions on this. >> Second. >> All in favor? >> I. >> Any opposed? Thank you, Anthony. Are there other questions related to the strategic plan? >> Thank you, Mike. Okay, >> thank you. >> Um, moving right along to personnel issues. Um, we have >> Thank you, girls. I really appreciate your time. >> Good night, girls. >>

135Good job with your presentation. Um our personnel report um it looks like there are no resignations, no employments, no >> no request for leave. >> None tonight. >> All right. Wonderful. Review of upcoming activities. Um Thursday, October 2nd is our WASBY fall regional meeting and workshops. I always say it's a great opportunity to learn more about being a board member and legal issues that a affect us as a board. Um and we're also voting um so this PY school board will get one vote for the region 15 director. I am one of the candidates for that and also a lady from uh Cedarberg um liking our name right now in terms of stuff but she's a potential candidate as well. So there's two candidates for region 15 and we'd hold the meeting with region 11

136at the Sheran Hotel in Brookfield. So yes, >> would appreciate if we could have one vote coming out and if it happens to be for me, that'd be great. So >> all right. Um the following day um is homecoming and we have the parade. And as of right now, I think I'm correct in saying that Larry, Stacy, Ashley, and myself are the four >> I can't go. >> You can't unfortunately. >> So there's three of us here. >> Um and also Great. >> Travis. Okay. Thank you. So, um I think it's okay to bring this up. We are making a safety change this year. Um we always want to keep kids safe and you know how they love to run out from the curb and gather candy. And one of the safety changes that we're

137making this year is that we won't be throwing candy from the floats or from the carts. We could have one person drive uh with all the candy on the cart and the rest of us will walk. Okay. >> And distribute candy. We would never want a child to get injured um in the course of handing out candy. So just wanted to mention >> Yeah. So all the communicated to >> the high school uh leadership and Nadian Sevens who's the who runs the parade. Um, and she's communicated out to that there'll be no throwing candies, candy from floats that will do walkers along the side distributing candy because it's it's so many kids and then they start inevitably running out in the street and pushing towards things and as soon as someone >> doesn't see it

138and some kid gets hurt. Um, I think we have to be more proactive with that. So, it's it we have an awesome homecoming parade. The turnout is always incredible. Um but there's just an opportunity there for so I felt that this was necessary. >> Yes, I think it's a positive change. Um besides that um we have upcoming board meetings on Monday, October 13th along with business affairs. Monday, October 27th, that's strictly just a regular board meeting. Uh November 11th is business affairs along with regular board meeting. and the 24th is policy along with regular board meeting. Next up is legislative advocacy discussion. >> Yeah, I mean a few things. Um the biggest thing that we've talked about lately is um rehired annuitant bill is out there um which would help district like us in particular

139with hard to hire positions like special education, maybe a physics teacher or something like that. often very difficult to staff. Um, rehired annuitant bill would uh make it easier uh to to bring retirees uh back in uh to hire them to to assume those positions. Um so I've reached out to Senator Hutton and to Representative Nan. I've had some email correspondence with Senator Hutton's office. He's undecided on that bill, but that's uh that's one that's of significance that's out there right now. John, other things? >> Just a pack couple of packages of bills that have been discussed uh that are still floating around out there that we're just monitoring to see if they get sponsorship and um what that could mean in a session get coming up. I think there's pieces we talked about with

140health insurance um and pharmaceutical pieces that I we've advocated about to support our ability to help manage our healthcare uh costs that I think I communicated to this board about previously. Um so that's kind of what we've been looking at. >> Awesome. Thank you. Um board and superintendent goals. Um we recently last Monday night in fact um had our goals committee meeting. I want to thank everyone that attended. Discussion was great. Um, we are working um, two of our goals um, will be holdovers with some little tweaks. Um, and we have at least two new goals that we're looking at implementing. Larry and I are working together on those. Once we get a draft, we'll sit down with Mike and go through those goals and then we'll bring them to the board hopefully at the

141next meeting. >> Yeah. I mean, after Monday, I had a kind of a busy week last week. Yes, I am sort of retired, but I still do a lot of other stuff. And so I did get a chance to kind of like go through my notes and the flip chart stuff that I had. But I think one of them I've got pretty well nailed relative to the behavioral things that were there, behavioral in school and on buses kinds of things. So that's good. And then some of the um things related to the literacy and the math. I need to kind of get those firmed up as well. So, >> and then we'll sit down with Mike. >> Yep. >> And then bring them to the board. Next up, speaking of learning walks, it's that time

142of year again where um the schedule was put out for learning walks. Um we have changed it a little bit this year um in that there are two learning walks per school this year. Uh the calendar is out there where you can sign up and I know um individuals have already put their names out there. Um it is valuable. Um I I know that uh there was a time I was at uh learning mark at PL and I had some questions. Mike did not hesitate to take me right to that area and um you to pursue answers to my questions. Um, so I do appreciate that and it also is about we do hear these teachers and students come and present to us and it's very meaningful when you actually go to the school and

143can see those learning tactics in process and that they're using them. It's more meaningful when you can see them in practice. Um, so I really want to encourage you to just consider doing learning walks. I know it's tough. It's during the day. um if you're work working, but um yeah, if you can even make a couple, I think it's a meaningful. >> We have eight of them this year uh scheduled for the board, which would allow for up to two visits per building. Um so hopefully that allows you the opportunity to try to see some of our different environments. >> The one thing which I find valuable with it too is really that you pair up with someone else. It's not like you're there walking through on your own. you pair up with an administrator

144and you get a chance to ask questions and observe what's going on. Uh definitely observe what's going on with this the the teacher and or an aid if they're in the classroom, but also the students and you kind of get to see how the interaction is going and what things are working in terms of how they're carrying out their instruction in the classroom and you know how the kids are working together. In some cases they might be working at a table together and sometimes they're working solo if you will or alone as well. So, it's really good to do that pair up and you really get a chance to see the things that are there and um and then there's a debrief at the end of it which is always helpful too because it's like

145then everybody sits around and kind of shares what they saw and observed. So, it's a structured process in terms of being able to capture some key ideas and any things that are there from I guess what do you want to call it maybe an assessment of what's going on or any feedback in terms of for the building principles as well. So, >> very meaningful. Thank you, Larry. Um, with that, um, I have to ask any citizen comments. Tammy, >> oh, there's nobody here. >> Then with that, I will ask for a motion to adjurnn. >> Move to adjurnn. >> Second. All in favor? I. >> Any opposed? >> Thank you. >> Thanks everybody.