001Good evening everyone and welcome to the May 14, 2026 meeting of the Lake Forest Board of Education. Uh we are in person and streaming our meeting online. If you'll stand with me for the pledge of allegiance and welcome. >> I alian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. You may have a seat. >> Item 2.3, roll call. >> Miss Emma Rash here. >> Dr. Wyatt, >> present. >> Miss McCloskey, >> here. And Mr. Starky, vice president, serving as chair. Item 2.4, approval of agenda. >> Um, I'd make a motion we approve the agenda as presented. >> Second. >> Any questions on that motion? >> Hearing none. I'll call for a vote.
002All those in favor? >> I opposed, abstensions. And motion carries four to zero. 2.5. >> I make a motion we approve the minutes from the April 23rd, 2026 board meeting. I have a motion in a second to approve the minutes from the April 23rd meeting. Any questions on that? Second. Oh. Oh, sorry. >> Any questions? >> Good. Okay. Hearing none, then we'll call for a vote. All those in favor? I >> opposed. Abstensions. Right. Passes 4 Z and 2.6 recognition and presentations. I believe we have one tonight. So, Dr. Lucas, >> good evening everybody. It's my pleasure to introduce the principal of Lake Forest High School, Dr. Angeline Rebell, and she has some special guests that she wants to share with us. >> So, tonight I have the pleasure, and I've spent an awful lot
003of time with these two young ladies and their families this month, of introducing um Haley McDow and Gigi Rosano. They were both honored as secretary scholars and we attended a dinner with their parents um Dr. Lucas and I and I'm going to read to you from um the program what was written about them. Kaylee is a talented student leader who reflects the creativity, determination, and spirit of the Lake Forest High School Spartan community. A true Spartan for life, she has attended Lake Forest schools throughout her academic journey. Kaylee serves as president of the drama club, vice president of her class, secretary as at national honor society, a resound a capella member and participant on the principal student roundt. Passionate about performing arts, she strengthens the LFHS culture through leadership and artistic excellence. Kaylee plans to
004pursue a bachelor of fine arts and musical theater, exploring modeling and sales while representing Spartan pride through resilience and excellence. Kayla, you want to tell everybody where you're going? Um, >> I'm going to Five Towns College in Long Island, New York. >> So, there was a big decision, right? Yes. Yes. There was a lot of big decision. >> There was a lot of stress, a lot of anxiety among all of us making decisions. Okay. Gabriella Rosano, also known as Gigi. Gabriella is an outstanding representative of the Lake Far Spartan community, exemplifying academic excellence, leadership, and service. A true Spartan for life. She has attended Lake Forest schools throughout her education. She is the captain of the varsity swim team, president of National Honor Society, and a leader in FFA and student leadership. She volunteers with
005her church, a local elementary school and special Olympics. Inspired by her nephew's autism journey, Gigi plans to pursue a health science health sciences degree and doctorate in occupational therapy, serving children with disabilities through compassion, commitment, and lifelong community service. want to tell them where you're going. >> And I'll be going to Texas Tech University. >> Tell them what you're going for. >> I'm going for occupational therapy. I'll be majoring in kinesiology and minoring in nutrition. >> And you're going to go all the way >> all the way to my doctorate. >> She already knows that. It took me a long time to get much longer than her. But congratulations, Kaye, and congratulations. We have pictures. Yes. Congratulations. >> Congratulations, guys. It's been fun watching you guys both grow up and building. >> Thank you. >>
006Thanks, Charles. All right, moving to 2.7 citizens participation. Time is set aside early in each Wake Forest board of education meeting for citizens participation to allow members of the public to address board members on any relevant topic. Comments are limited to three minutes per person. Do we have anybody tonight? >> No. >> Um the citizens participation item >> uh on the board agenda is an opportunity for interested citizens to speak publicly and address the board. Those who wish to speak publicly, whether in person or online, must complete and submit the public comment information form, PCIF, by 12:00 p.m. on the scheduled board meeting date. The PCIF, which is available on the district's website, must be completed in its entire entirety and submitted to the superintendent's office by the scheduled deadline. Uh the citizens participation agenda
007item is limited to 30 minutes and individual speakers are limited to three minutes per speaker. In the event interested citizens wish to speak on a particular concern as a group, the group should select one individual to speak on their behalf. At the discretion of the board president or chair, speaking time may be limited to two minutes per speaker to allow for greater participation. Approved speakers will be recognized by the board president or chair in the order in which their names appear on the approved list. The board values citizens participation and respects the right of all speakers to speak freely. However, all speakers should maintain a level of decency and to quorum to ensure a public forum that remains productive and respectful. The public should not expect discussions or responses to any speaker comments at the
008board meeting. So, since we have no one tonight, then uh public comment will reopen at our next meeting. >> Moving to section three reports uh 3.1 financial reports. Mr. Kelvin, >> good evening. Uh this evening we have the financial uh monthly report as of the 30th of April. So we're um almost complete with the fiscal year. We've got two uh two months to go. Uh as far as the first page with the revenue report, there's nothing significant to report on the state fund side. Uh moving down to the local funds though, there are a couple items I want to bring your attention to. One is the debt service impact fee. Uh we did get the check, although it hasn't been registered yet as of the the time of this report. Um, but we do know
009there in the anticipated receipts there that the the impact fee check was 67,652 which is significantly lower than we were anticipating. Um, I know last year at this time I think it was, you know, well over $200,000. Um, so um we'll just keep an eye on that for next time, but that is a little bit less than quite a bit less than what we were expecting this time around for this uh the second check of the fiscal year. The other thing I'll bring your attention to is the child nutrition funds. You can see that we've received a little over 2.1 million compared to the what we had budgeted as 1.75. And the reason I bring this up is um uh this is the first time this is the first year that we've added this child
010nutrition section down in the local payments u because it got brought up last year um when we were bringing up the the cafeteria salaries. So when I get to the expenditure side of the report and we we get down to the the child nutrition operations, you'll see that we're going to be well over the budget. And that's because the combination of the cafeteria salaries and the child nutrition local funds are what are the revenues that come in and then that uh piece on the expenditure side is the expenditures going out. And so you'll see that we're, you know, a little bit we're quite a bit to the plus in terms of the revenues here, but we're to the minus on the expenditures on the the expenditure side. So, I just wanted to point that out
011while we're on the revenue page. Uh, the only other thing here on the federal funds is the um we do have the anticipated final allocations for the federal grants and you can see the the pluses and minuses there down in the federal grants anticipated receipts section. Uh, so not huge changes, although we did pick up a decent amount there in the IDEIDA federal funds. Uh so 99% of all discretionary funds have been received so far this year compared to 98% last year and we're at 93% of all funds compared to 89% last year. Any questions on the revenue? >> Any questions on the revenue? >> Yes. >> Why is what what is determining why that big difference that we were expecting for those impact fees? >> Um the only thing I can suspect is that
012uh I had this discussion with Dr. read this the other day is they I imagine that those impact fees are generated up during the act upon the actual sale of the the house. Okay. >> So, you might have a bunch of buildings going on in the district, but it's not until the actual sale. >> I don't know that for sure. I'd have to to research uh research that further. >> Okay. >> But that's based on new construction in our >> correct. >> Okay. >> Any other questions? >> All right. Moving on to the expenditure side. Uh for the first page, the only thing I'll I'll highlight is again the division 3 local salaries. You can see that we have 20% of our budget remaining with uh $2.67 million anticipated. Uh that is with two months
013left in the fiscal year and we know that we're running approximately about a million dollars a month in payroll. However, this is a three pay month. So there's $2.5 million right there. Um we do know that tomorrow also is the payoff for the spring coaches. So there's another 30 plus thousand. Um and then we also have more funds that we need to put onto our Kelly Services purchase order. So that's going to eat up another 100,000 right there. So uh it's going to be pretty tight tolerances there. Um moving on to page two of the expenditure side. Um total discretionary funds we are at 20% budget remaining compared to 3% last year. And then also when we talk about the division one salaries, you can see there that we have 6.8 8 million remaining in
014division one salaries. Um we've been running a little bit over $3 million a month in division one salaries. So we're going to go well past that probably. Uh but the thing about the division one salaries is the state just loads in the funds. Um so on that last pay of the fiscal year, whatever we are in deficit, they make up the difference. So if we're $600 $600,000 short, they transfer that in to make up the difference. So, um, and then there's the child nutrition operations where I mentioned that it shows $219,000 in the negative in terms of budget remaining, but we're up significantly more to the positive on the the revenue side. So, that's good news there. And the last item is the tuition payments special school where you can see that there's 315,000 remaining.
015Um, we did get our final revised KCCS bill. Uh, that went from a little over 400,000 to now it's going to be 304,000. So, that's an improvement. Um, but that'll eat up a big portion of that. Um, the good news too with that though is uh we are running um under budget on the tuition salaries right above it. So, the two kind of equal out. So, but overall we're at 20% budget remitting compared to 24% last year. Any questions on expenditure? >> Any questions on the expenditure expenditure report? >> All right. Thank you, Miss McKelie. And we will go on to that later. All right. Staying in section three reports uh the safety and security update uh by Mr. >> Good evening everybody. Um here tonight to update on school safety and security in the
016district. Um so I want to try to limit this to to kind of two main topics, people and things. um the items and the things that we're doing to keep our building safe and the people that we're using, we're utilizing to help with that. Um so over the last uh year and a half to two years, we've really been doing a camera upgrade at each one of our schools. We have really upgraded our camera capacity at each school. We've gone to a cloud-based system instead of the old DVR system. What we had was we had some of our old systems only had a few days of storage on them. Now we're pretty much we're in pretty good shape with a cloud-based system. Um take uh Lake Forest North for example used to have nine camera
017views. They now have over 60. >> Um so basically it provides security. It provides you know um help with with all types of situations and things of that nature. Um we use a lot of COVID funds to do that and the whole scope of that project covered every single building here. Now, with that said, we we covered every building here and we kind of like worked with Advantec to like give us like the best plan of where everything would go. And then we kind of were able to scale it and do something responsibly, but now we're in a place where we have the ability to add a camera here, add a camera there, and still keep things kind of uh maintained pretty safely. Um, right now, our main camera and um equipment ads are at
018Chipman West in anticipation of this uh Compass program. Um basically that building um if this program or when this program um gets up and running will be full and that that portion or that building has not been full for students in quite some time. So access control cameras and those kinds of things. Um then we have the visitor management systems in each school. They've been up for some times. We've had some issues with getting them going in some areas. Um but we have really worked hard and we're now um fairly consistent with our visitor management system in each school. And then um our weapon detection systems for large events. So um couple years ago we purchased two weapon detection systems. Um we've been using them for our football games, some of our indoor events. Um
019and then also too we've had uh four times in the last two years where we've done weapon detection for entry into school for the high school students. Um the first time we did it, it was pretty long. Took a while. Um we missed first block. Um, but now we're down to like um we're pretty much down to to getting things close to on time. Um, so if we ever needed to get ourselves into a system where we needed to do that um we could. So those are the things that we're working on. We're also looking at grant opportunities out there too to see if we can um increase our capacity for this in the event that we ever needed to. Right. So the next uh next thing I want to tackle here is people. So,
020um, our school constable program started up a few years ago, um, with the help of the referendum and we have been able to stay pretty, um, we've been able to stay fully staffed throughout the whole entire piece of this program. Um, during that time, we have had constables that have left. Um, but we have been able to rehire and have a strong applicant pool. So, we're we got a pretty good name, pretty good reputation for our program, and I'm really happy and proud to work with these guys every day. Um at our school we have our um school resource officers at at the high school is Logan Pavick with Delaware State Police and Talon Taylor who is with um the middle school. Um so when we talk about professional development for our constables um I
021can tell you um not really having a training plan going into this um I have found that it is safe to give them everything that they need and Gary Fornier is really good um working with him at at seeking out training opportunities and things uh for them. Uh the Wilmington University training um is an annual training. they all have to go through it. Um, all of our constables have also been through SRO training. Um, that is required and last year they all went through that. Um, they're all CPR certified. Um, and they all do qualify with their firearm. But basically, their trainings have given them the ability to uh do um assessments on buildings to see what's safe, see what's not safe, make suggestions to admin, and work pretty closely with them. They also run
022our school safety teams and are a big part of that and keeping things uh keeping things going with those teams. So, um with that update, I'll entertain any questions in the safety aspect. >> Any questions from Mr. or Jordan? >> Okay, this might seem like a really dumb question. No questions. >> No such thing. Um >> the weapon detection system >> like it >> do they get calibrate like do they get calibrated yearly or like make sure that they work or how how does that what's that process like? >> So every time we turn them on um we each have an app in our phone that calibrates them that make sure that they're proper setting and they do go through a calibration process >> um to make sure that everything is working. Um, and then
023also too, um, on our phones, it will tell us like if there's a piece of the system that is faulty or is not working. Um, one of our, um, battery imports or portals weren't working at the beginning and we were able to detect that one day at a football game and, um, just keep an eye on the batteries and keep things going and then Advantec was able to come in and make a repair on that. Um, so far they have worked pretty well. We test them regularly. I >> say, do you like have the SRO walk through it, make sure? And we have um like um >> we did get our our you do get your you know your standard how to run the system and different things like that. We did some tests of
024our own and then made adjustments from there based off of what we were seeing. >> Um so we we test those things pretty regularly especially like um if they're going to sit all summer. >> Yeah. >> Um before the first football game, we'll we'll test them out. >> I just want to celebrate something. Sure. Do you remember the first time we did the uh we did the at the high school the first time that remember like just people went nuts >> and I just want to celebrate that we get a text that it happened and we don't hear anything so and I love that and it's going faster so >> you're here. >> Good job. It was very >> It was also probably one of our larger attended games too right at the beginning of
025the season where we were going through some adjustments >> high school like >> oh the students. >> Yes. Yes. Like when >> so we did find some things at the high school. >> Okay. Um that's my next question. >> Um we that were unintended consequences that I think turned out good. Um, you know, some of the things that we do is after we do one of those, we have our bus drivers check the bus. >> Found apes. >> Some of those kinds of things. >> Interesting. >> Some some different things. Tracking people who walk up to the building, see it, then walk back to their car. So, like we're able to kind of track >> extracurricular activity that goes on when we when we do those kinds of drills. >> Interesting. >> Any other questions
026about the safety report? >> Okay. So 3.3 transportation report Mr. Weller >> go ahead. All right. So transportation. So um currently right now we have 13 contractors operating 55 buses. So um we are not in the bus business. Um when I started here we had 51 buses. We have had to add four buses since we've uh since we've been here. Currently we have 55 buses that operate 84 routes daily. So what that means is we have some buses that do middle school, high school, and then they do an elementary school um and so forth. Um currently 30 of our buses provide multiple uh services to multiple schools in our district. 25 per um provide service to one school in our district. Um and then we have um um 48 of our bus contracts are for
027K to2 schools and then four of our bus contracts are for preK schools and three of our bus contracts are for specialized transportation for students who may be in wheelchairs or need some type of of specialized support. So this is a breakdown of our contractors. Um, so currently Carol's, Chambers, DNN, BT, they're kind of our bigger contractors and then we have a variety of smaller contractors and that's the number of routes that they operate um each day. Buses by school. Um, this is this is a breakdown of our buses by school. Chipman is is the largest. Um, and then the high school, we used to have more at the high school. We have trimmed some down. We have really tried to take a look at um we had like 22 buses there before, now we're
028down to 19. We really try to take a look at um kids with parking passes, taking them off transportation and doing some things to really try to trim down the amount of buses that go there. Um we've also had to do that because we've provided we started providing bus service to deck which previously we weren't for the longest time. So that's a breakdown of our sloos. So when we take a look at transportation over the past few years, so what have we done be my first year here when I came here? Um South and Chipman students rode the same bus. They now ride separate buses. Um we've um put a singular type of camera on each bus. Our administrators now have the ability to view bus video. We have the where's the bus app. Uh
029the bell time thing has been going on for a while where we have secondary and elementary bell times. And then we also too, we've we've really shrunk the walk zone at South and Shipman. It used to be all the way out to 13 um when I first started. Now we've pretty much condensed it to um west of the railroad tracks. And then for south, we've even condensed it further um where we don't have kids crossing the light of Chim anymore um because that just kind of always was >> it's kind of been a nuisance. So we eliminated it and had those kids ride the bus. And then right now, um, one of the things we're doing is, um, the state has gone to a new bus routing software. Um, they got rid of their old
030contractor, um, who's been we've been doing the bus software with for years and now we're integrating a new bus software. So, we are trying to figure out how to make all that work. And myself, Miss Dawson, and Miss Dawson is the one who makes the show run every day. Um, we've been uh we've been working twice a week meeting with them, learning the new bus routing software, and hopefully we'll have everything working for the start of the school year. That'll happen. So, looking at areas to address, um, bus driver shortage. I wanted to take this off. It's been on the slide forever. Um, but I I I wanted to take it off, but I feel like we still got to leave it on there. the state has really tried to do some things over the
031past few years to entice um people to become bus drivers. So, three or four years ago, uh bus driver salary was around $15 an hour. It's now up to around 26. So, that has really picked up on the contract and really helped us um with that situation. Um we have never been in a situation where we've called up and said, "Hey, your kid's bus is not running today." Try to we try to stay out of that. Um, but really we we've been able to stay fully staffed, but it is still an issue. I just want to give you guys an example. Um, since September of this year, we've um our contractors have hired 40 people to become bus drivers. They've hired 40. Um, then they have to go to a class. 20 of those 40
032did not go to the class. >> And then 20 passed. 20 passed, got their CDL. They have a CDL. Of those 26 drove the bus for us this year. They're still here. But if you think about it, our contractors have hired for every 40 they hire, six are staying on for any length of time to be bus drivers. And 14 of the 40 are getting their CDL and going on to other other ventures. So it it really is hard to hire a bus driver and keep a bus driver, especially with how competitive the market is. Um contractors are taking on routes with our district. We do have contractors who are calling us and saying, "Hey, um if you have any bus routes available, we'd like to take them on." Um a couple years ago around,
033especially around COVID, uh some of you guys will remember we were down to running 43 buses and nine were sitting out. Um we're now running with the full fleet. Um and our contractors are confident that they can take on more work. So, we're we're we're feeling better about that. Um but still I always like to expand the network and see if anybody else is interested and try to see what we can get. Um so when we talk about the next thing um areas to address um eight years ago we didn't supply any real bus transportation to deck students. We're now starting to do that. We're starting to get more kids with special needs who need that specialized transportation. And the best thing that you can do is train them how to ride a bus young.
034Um so with the increase in prek, with the increase in some of the specialized transportation and some of the special education transport initiatives that um that is something that we monitor for and one of the things is we are in constant communication with DOE in the event that we need a contract or in the event that we need to get an extra bus to supply um to supply um um transportation for for these students needs. One thing I did want to highlight as an area to address is the increase in local cost. And if we go here to the last chart um on the last page. So 10 years ago um state the local portion of the transportation budget was around $275,000. Um this year it's around $477 or in 25 it's around $477,000. Now
035I just want to supply just an example to you. Um I pulled a contract if I can find here. I pulled two contracts here on the same bus. Um one from 2016 and one from this year. So same bus, same contractor, same same everything. Um the bus has always been a double run. it. Um, in 2016 it was 121 miles the run. In 2026 it's 99 miles. The bus in 2016 was $42,970 for for the year. This year it's 74,180. So we've had a lot of things happen in the last 10 years that has increased that cost. Maintenance costs have gone up, operational costs have doubled. um that are in the contract. Um the bus driver salary has gone up from 15 to $26 an hour um and things of that nature. Everybody says they
036just equate the fuel prices with it. It's not just the fuel prices because over the last 10 years gas has been four plus dollars a gallon. It's been down in the twos. So, you know, those things kind of fluctuate anyway. Um but it's all the other costs that are really driving up the cost of this. And I say that because when we went to when we went to referendum in 2023, um, one of the things we did say was was that there would be a $100,000 increase in cost in transportation, we're pretty much right on target with what we said in the referendum. As those things go up, the the maintenance cost, the operational cost, the administrative cost, if there's any like upage in minimum wage that increase the driver salaries, those costs will continue.
037I'm hoping that that sharp increase that we've seen kind of levels off a little bit more now that we've kind of hit all of the main peaks. Um, but I I can't make that promise because at the end of the day, DOE is the one that rides that contract and and develops that formula with legislator legislature. >> So, with that, I will take any questions on transportation. >> Any questions from Mr. I just had a couple questions. >> What percentage of like what percentage of those contracts do we cover and does the state cover? >> So in a bus contract, the state covers 90% of it. We cover 10%. >> Okay. Those bus drivers who are getting their CDLs, who's paying for that? >> So the state puts them through the training and they actually
038pay the trainer. like they go through this they go through the state and through the contractor on the training. >> Okay. So that's not coming. So we're not paying for people to get their CDLs and then Okay. >> And then bailing on us. We're not paying for that. No, not out of local. >> And you may have said this and I'm sorry if so, but like the contractors that we're using, do they do the specialized transportation as well or is that some like is that a different they they handle that too? So right now um DNM bus service beach um Carol's and the Hendricks family are our specialized are our specialized transportation providers. So it's all handled in community. >> Anyone else have any questions? >> I do have one comment. The where's the bus
039app? So like this is the first drive students who are riding bus all the way home. um previously were going to deck or act after the so in the beginning of the school year the app like really lagged but I feel like there was an update and now it's like spot on. So I guess just like a comment that I feel like it has occurred from ever to now. >> So there is something so the where's the bus app works very it connects with our routing software. I'm >> I've been told that it's going to connect with our new routing software so I'm hoping that that does come through. >> Yeah. I mean, it's like spot on now, but they all have to be not. So, >> so what happens is the first two weeks
040of school, it has to calibrate to the average time the bus is running versus what is on the route sheet. >> Yeah. >> So, it takes its time to cal it takes about two weeks to calibrate and then once it does, it runs pretty spot-on. So, like what it'll do is it'll run like off of the route sheet and if the route sheet doesn't isn't sometimes it's not close to what you're seeing. We try not to make >> those promises, >> right? >> Um but sometimes that's that'll be what you see. >> Yeah. >> Any other questions? >> So that just made me think and maybe you know this fully >> fully but no no not that. >> Um so the state is so these the state has ended up paying for 14 people to
041get their CDL that end up then don't driving buses. There's no contract for that. So technically it's So technically the contractor hires the person and pays the person and they get reimbursed by the state for the training. >> That's how it >> that's still that's a big crazy >> seems like there should be some accountability in there >> because if people knew that was a way to get your CDL I can tell you that be interesting. um like I've seen some districts I think there's like just a couple in Delaware that have the cameras on the outside of school buses for people who pass school buses like was that something that is if it was to be implemented is on the because we don't own our school buses would be on the independent contractors to
042put if they wanted or >> so right now Red Clay is running a pilot. >> Yes. um where they do the swing arm cams that show the buses passing and it takes a picture of their >> of of the license. >> Um and then basically it gets sent to the local police department for um for their for the ticket or for for um for followup. Um from what I've heard that pilot has had really good success. >> Okay. I was wondering on accuracy or else >> and they've made quite a they made out quite good up there. However, I've not heard the um the support or I've not heard of any downstate districts that are that are ready to run it. I'm not saying that we we wouldn't support that because we would um you
043know with that like the cameras that are inside the bus, we pay for that installation, we pay for the camera, we pay for all that. Um when I first started here, we had some cameras that were on the outside of the buses. those. The one thing is those cameras are very delicate. They get hit by rocks. They get brushed up against things. They break a lot. So, I was really hesitant about continuing to add to something that wasn't going to help that I was going to have to keep replacing. And so, um, but you know, with with I think with the, um, with the swing arm pilot and those kinds of things, you might be seeing something come down the pipe here in the next year or two. Any other questions? >> We said to
044help. >> Yeah, that's what you said last night. All right, so let's go to 3.4 student code of conduct. Mr. Willer >> guys are stretching me tonight. >> All right. So, um, basically every year we do the student code of conduct, we have to update it. Um, just to give you, uh, just give everybody a reminder of the process. Um typically tonight I present it to the board and then um early next week it'll get released for public comment for 30 days um similar to our calendar and then I will come back in June with the student code of conduct for um for one reading and one reading only for approval. Um so this year we really um have just two major things that we're focusing on with the code of conduct. So on page
04512 or page 12 and 13 previously um that had been where the cell phone um personal cell phone personal electronic use device piece had been that has been taking taken out of that portion of the code of conduct um because of the current legislation that has gone through with uh with the Senate bill. And so um basically um with that it was advised that we make that a standalone policy where before it it just reverted to the code of conduct um to make that a standalone policy. It's still in the code of conduct. It's the last appendix. It was added there into that section. Um we have added some things in that in that not to get too far into the policy um talk that you guys are going to have later on our policy
046discussion. Um but um basically we have um we have beefed it up to add like the the the meta glasses, the watches, the other communication devices, all those personal electronic devices. And we've also outlined specifically what type of offense it would be um if you were violating that that um the cell phone policy. Um so that's the reason for that change and why it was removed or why it was changed around. The next things are on pages um 35 through 39. So, um, this year DOE, um, did an update to regulation 616. And really, um, so that's what caused a lot of these changes. And most of these are procedural in nature. A lot of this section is excellent for parents to know, but it's also great for our administrators to have as reminders when
047they're doing investigations, when they're doing giving an end school or out of school suspension and um, given due process and things like that. So, these changes were made mostly in conjunction with the changes made to regulation 616. I do not think that any of the changes made to regulation 616 are going to heavily impact our administrators ability to do their jobs. Um, but, you know, with the changes in the language, I do want to make sure that we're we're good there. Um, this has all been um reviewed by our attorney. Um, he has given approval to it. He has reviewed the new regulation 616 and taken a look at that. Um, probably the most major thing that we did with that is, um, previously regulation 616, um, while it said there was an alternative placement
048review team, um, really was could be somewhat unclear about what, um, what the decision-m process in the alternative placement would be. It's now kind of clarified that and really helped um, make that make that a lot clearer when you're looking at alternative placement. With that, that's uh that's all the changes that that have been made and I welcome any questions. >> Any questions for Mr. Weller on the student code of conduct? >> I saw a few changes on page four. I mean, I don't have the last one to see exactly what was changed. I just know it's highlight. So, any any major change there? I think it was more highlighting the personal electronic devices including cell gun buttons. >> Okay. >> Um just to clarify that language in there. >> All right. Any other questions?
049All right. We're going to let it off. >> All right. Moving to 3.5 superintendence report for Lucas. >> Good evening Spartan family. There always great things going on in Lake Forest. So, uh I'll start tonight by just mentioning a few. Uh first congratulations of course to Gigi and Kaylee for their tremendous accomplishment as secretary scholars. Next uh thank you and congratulations to all our Spartan staff who participated in the employee recognition ceremony last week. Uh we had numerous employees recognized for years of service and we recognized our employees of the year. Teacher of the year is WT Chitman social studies teacher Mr. Brian Gillesi. Our employee support professional of the year is Miss Cassie Widerman from South Elementary School. And our behavioral health professional of the year is Miss Jennifer Satderfield from Central Elementary School.
050She'll be competing for that state recognition next Monday. >> Uh congratulations to those awesome employees on their career milestones. Also want to send congratulations out to the high school baseball team and both men's and women's track and field. They captured the 2026 Cape and Lope and Southern division championship. So congratulations to those teams. Baseball's coached by Mr. Cory Wyatt and track by Mr. Fred Johnson. Uh good luck to those teams and all of our spring athletes as they enter into state playoffs. Uh thanks to everyone who participated in I love Lake Forest Day back on May 2nd. Special thanks to Miss Bion who did a great job coordinating all the part participants as well as all the many volunteers and performers who made the day a great success. As everyone knows, we're entering into the
051home stretch uh for this school year. teachers and students. We're busy with end of year testing these last couple of weeks uh coming up. We have a lot of concerts, field days, field trips, end of year ceremonies. We're truly entering the busiest time of year for schools. So, please stay informed by following following us on Facebook X or just logging into our website. Check out the district calendar. Of course, you can always call us if you want to talk to a real person. And uh someone here is always willing to help. It's all I have this evening. I yield the floor back. Vice President Starky and the board for any questions or discussion. >> Any questions or discussions for Dr. Lucas? I just wanted to say that um I love Lake Forest Day was probably
052the best attendance I've seen in several years I would say. I don't know how long. I do feel like the weather helped with that. I don't know. I feel like the last couple years the weather's been a little iffy, but there was a lot going on that day and I was actually a little nervous about but it was a great turnout and everything was wonderful. >> Anybody else? >> All right. Thank you, Dr. Lucas. >> Thank you. >> All right. Section 4, unfinished business. Uh the compass report with Miss Amen. Um, so last month we got a presentation about the Compass program and tonight we're just opening this up to get maybe a little bit of a what's been happening, where are we in that, and just open up the floor for more questions and
053discussion by the board. So, Miss Almond. >> All right. So, um, since last we've the last board meeting, um, we posted 12 positions. We interviewed nine people um who applied for those positions and we hired seven people. Um and then um after that we completed the transfers um so that we're now fully staffed. Um we have done a walkthrough with a tech. Uh uh Mr. Weller did a walkthrough over at um Chipman West to get cameras installed both inside and outside um to do uh scan cards. um also for employees and then um to update our wheelchair ramps. We did a walkthrough with Carl on both buildings um to look at look at room improvements um upgrades um all the things that the building needs in order to get ready for um a September start
054um which Carl confirmed could all be done over the summer. We um have established um and dedicated related service staff to the program. Um and uh we've started to have IEP meetings with the families um to talk about the program individually. Last night we held our parent advisory committee where the topic was compass and we did have um uh people um attend so they can ask us questions um listen to the presentation. It was a really great conversation. And then we scheduled the Compass staff retreat for June 11th where we're going to hand out handbooks. um the staff handbooks, the um um schedule all of our professional development needs and trainings and start ordering our supplies for the classroom. So that's where we are up to today. >> Thank you. I'll open it up to
055any questions or discussion from the board. >> I have a couple questions. Okay. So for the 18 to 22 D setting, if we don't fill all the spots in house, are we opening that up to out of district enrollment like to take students from other districts or the seats? >> Yeah, we want to keep it for our current students at the moment. There are a couple of students that we're looking in the 18 to 22 who are just now um like graduating from KCCS. um that we are considering. We have some meetings scheduled with those families because in the past we haven't been able to attend those meetings and offer do you want to attend a program at Lake Forest or do you want to attend a program at ECS. So um we are going
056to start to with the with two students who are just graduating in an outside program. We are going to have that conversation with those families. Um but right now we're just starting with in house. >> Okay. I have another one. Um so timing of the school day, what will that look like at Compass? And I'm thinking about Chipman is earlier start time than an elementary school, but you'll have elementary age students there. So like how will that timing of the day work? We're doing it a bit staggered so that it is um the start and end times um will not coincide with the Chipman start and end times and same with that north. So um the K to3 setting we're going to do a separate start and end times so that they have a separate
057um um entrance and exit at the day at the end of the day and beginning of the day. And we've worked with Mr. for weller to also kind of um collaborate that with around transportation as well so that we can make sure that there's you know an easy um bus drop off system and then the next set comes forward then >> okay so I guess I'm picturing like if encompass students if their school day ends later than shipment is that correct or would it be earlier >> I think it's earlier right um so I think we had planned for them to um arrive and leave early. >> So they have less hours of education. >> So So that's a really good question. So no and yes. Um these all these programs are year round. So
058um and we are still staying within the 10 what is it? It's 1,035 hours of the school year. So we're making sure that all students have that minimum um hours during the school year. And then because we do um most of these students are um what Delaware calls entitled for the 12-month program, we we're going to make sure that they have that support round as well. >> Okay. I think that answers I was picturing the day ending after and then one of my thoughts was like you have someone who's a school nurse or hospital or something like those staff are no longer there because they >> the staggered times are are not >> so staggered so that there's not going to be staff in the building when they're >> okay. Anyone else have a question?
059I've got a couple of them. Um, can you share a little bit more about the program organization? I see that we hired what did we have 12 position or seven positions, right? So, like >> Well, we're fully staffed at 12. >> Okay. So, fully staffed at 12. Okay. Seven were hired, some were transferred. Got it. Okay. So, is there I remember talking last time about like is there a overseer like who's in charge of of all of these programs >> or not the person not the person but just like what is that is that going to be >> umbrella? Yeah, like we're looking into stuff like any other building where we do have an administrator overseeing that program and then I um will also be a large part of overseeing it because it is all
060special ed the whole the whole building. So um um we're going to have that level. So we will have a coordinator school have teacher well we have Paris teachers coordinator um administrator >> and it's a separate it's it's like a separate school of its own so it would have its own separate chain of commander >> yeah okay so and and forget I just there's a lot of pieces and so I'm always so this administrator would oversee the 18 to 22 year old program and the d setting at norm yes and the K to2 hybrids program. But in the capacity hybrids comes with a full staff and administrator. We always utilize our administrators to um process internal referrals or like restraint reports, DOE restraint reports. We have our administrators enter that. So currently um our building
061administrators at North Miss Doson and Miss Fox um uh acts as the administrator when we enter in DOE reports and then at Chipman it's the um Chipman administrator. We want to take that completely off of the administrators because we want this to be a separate program like um Dr. Lucas was saying so that administrator would um have that responsibility for the high roads. Um and then would also oversee admissions, you know, kids coming and leaving and making sure that all of that is established like throughout the IEP process and that is um compliant through that process as well. um working with other administrators in the district of you know when it's time to move into the high roads um position. But then once they're in that program um hyros kind of takes over but just
062kind of overseeing to make sure you know quality control and and IEP meetings and we still want to have our administrator make sure that um it's being monitored. What is the max number of seats in these three programs? >> So in high roads we have purchased 18 seats. Um if we do in the last three years we've purchased 18 seats over two different programs. We're just consolidating it. >> We've never hit 18 in the last three years. Um but we're also going to be expanding it up to 12 12th grade. Um we're not capping the other programs because um it's going to be on a needs based b needs based basis. Um the d setting and the 18 to 22 students generate units. So if there are more students and we need more um people
063to support those students then those will be posted position. So, the 18 to 22-y old program, I think that will be on a um a yearly rotation, right? Like we can plan accordingly. >> But with the D setting, >> like I'm not sure that there's always time to hire somebody new for kids to be moved to that program. I don't know that that's >> So, typically we go through our September 30 count process. Um, and at the end of September 30th, that's when we're solidified for our units. We don't we wouldn't generate more units throughout the school year. They solidify that overall hiring at September 30th. So September 30th would be after that would be our time. If we find that there were more students than what we had planned for and we needed more
064staff, then they would generate those units and we would get per permission at that point to be able to hire more students for. So you don't see them teachers >> being fluid >> during the year moving from a C setting to a D setting that would happen >> on a yearly basis. >> Yeah. I mean students could especially if they we have a new enrollment and we really feel like the team really feels like this would be a good place for that student to enroll. We would absolutely accept that. Um we wouldn't be able to really change staffing um because we don't typically generate those units during the middle of the school year. Um but so we would have to make sure that we were not we want to keep our student toteer ratio very
065small. >> So um I think there would be a couple of those factors in that determining decision. You know we don't want to take 10 more kids but we can't hire. Yeah. So so we would really try to protect that studenttoteer ratio. Um, and our goal is to hold all the IT meetings in the summers. Um, so we can hold them all in the summer, have everything established and ready before the school year. So >> um, those yearly meetings will happen every summer, which is a really nice kind of natural >> progression. The question I have a question off of that. So right now the staff that we have is enough as if every single seat was full. >> Yes. Yes. So, we hired three teachers for three classrooms and then six pairs of two
066teachers for each. So, um >> or it's not like we're saying we have 18. >> That would be if we had 20 students and we would be completely staffed and that's our prediction based on our current IED needs. So yes, if all the students that we predicted would benefit from this program chose to or you know ended up um utilizing this program then we would be at that staffing um ratio and at this moment we don't have any intention of changing that number. >> Okay. So what would the breakdown be that you're anticipating for 18 to 22 and then the day setting? Now we have um about eight students who we are considering who will be leaving for 12th grade after their 12th grade year that we would like to offer the program to. And
067then there's a couple of students um outside like I had mentioned um that we also going to offer to. >> So that would be a total of 10 potential. Okay. >> For the 18 to 22. >> And then what about for north? Um for North we have met with all the elementary schools and deck and those teams have determined through the IPS um that there would be about 21 to potentially 22 students that we're going to schedule meetings to have individual conversations with. >> So we're staffed to accommodate the 8 to 10 and 21 to 22 at this point. >> Yeah. um the 18 to 22 because those numbers could go up to as much as 10 but could be as low as one or two um until we've really established that and that could
068be a little bit more fluid because it's not a regulation that they stay until they're 22. They could come for their first year and they could potentially get a job and decide that they don't want to stay. There's not um like a strict rule as far as like how long they have to stay. Um, so right now we stopped it at one teacher and one parah be because that would give us potential to add more paras over the summer. We're hoping to have all of those IEP meetings finalized by June because they're they're graduating. So, you know, we'll have kind of a better idea of that by the end of June. >> I have a hypothetical question. >> Yes. Oh, I'm sorry. Do you want to answer? Go ahead. Okay, hypothetical question. We're anticipating 21
069to 22 students in that D settings and only eight come. What do we do with our staff? So we like I said it's it's this is a it's a difficult conversation because I don't want to make any predeterminations. I don't want to um decide for families. However, everything is going to be driven by the IEP. So when we look at the current needs of these students, we feel that we could best service them in this environment. And so um I'm hoping that we can um pro provide enough information and confidence to these families that this will be the best place for them. Um Dr. um two things. One, um I know in your presentation you talked about the 18 to 22 year olds probably wouldn't be there for the whole day. Some of them would
070be working. Is there going to be some kind of a school work coordinator who's in there uh finding placements for these? >> Yes. So this year we just established a transition specialist. So that's ad brats. And so he started that this year. And this year they've been doing a lot of those things from the high school. So um they have worked with community integration services um CIS um and they're a really great organization that um our students currently in Mr. Holland's classroom have worked at Ace Hardware and they that community integration um services they train the the students and they meet the students at the workplace they set up those the work environments they do all the training for that. So we have been able this year kind of piloting um establish some really great
071community partnerships. We have a good comm um partnership with the Harrington Casino um and uh we worked in the Hampton Inn. So, we have some we've established some really good partnerships already. We also are going to work with um DVR, the division of vocational um and and and DDBs. We have lots of great really great partnerships. We also have partnered with KSI as well. We're really excited about that to get um students to be able to to work there. Um and we also are still going to be utilizing Project Search. Um we're just hoping that this will give them a little bit more time to get ready and prepare. Um currently we're having the students interview right out of high school and they just we're finding that they're just they need a little bit more
072time to get ready and so we're going to be preparing them a little bit better for for that opportunity as well. So, we're still going to utilize all of our community resources. We're really going to rely on our community resources. >> Okay. And then you talked about the administrator person lands that position being in charge of um Chipman West and North. >> Yes. >> Where are they going to be? Are they going to be positioned in one place or the other? Are they floating? We're looking to establish an office at Chip Chipman West and an office at North Elementary um for that administrator. Um I also want to, you know, make sure that everyone understands I'm going to still be very hands-on and and a part of this, especially with Hyros because I've worked so
073closely with Hyros for the last 30 years. Um they really are good about not making any decisions without, you know, calling me and and we collaborate really well. So I still want to be very much a part of that. Um but yes, we're going to um establish multiple offices. >> Any other questions? >> I have one. Oh, go ahead, Jordan. I have one. Hello. Thanks. I I don't know. you gave us um you sent us in the weekly the because we had asked for like um >> what where where where the students were what what we could but the list you gave us those are all they mainly are all Charlton and KCCS students but mostly the kids at Charleton would not be coming to take this kind of service. There are some kids from
074KCCS you say that would be offered to but then the kids right now that are at late I guess that's more of who I was looking for like what kid like over the past so many years how many kids would have been eligible for this that weren't able to get it um or that went on to do like a project search or something um because I just wanted to know how many kids a Weren't we servicing with something like this that we now could service? >> Did we send that in an email? No. Okay. >> Can I answer that? >> Yeah. >> I think the reason that's hard to pin down is because we didn't have the capacity to serve those kids well here in Lake in prior years. >> So, we were sending most
075of the most of those kids were going out into um out out of district placements. >> Yeah. I just wondered how many a year if what what that number because it can fluctuate. How many kids a year are eligible for going to this from late? >> Yes. >> So yes, >> go ahead. Show >> um in that last Sorry, I feel like you're like right in the I know I'm right in the column. >> In that last column of that chart um where I put the project search. So those really are the numbers of the kids who are actually taking advantage of something past. Okay. >> Yeah. Um the reason why I wanted you to see the numbers over the years at Charleton and KCCS that were attending in 1822 is because um I think
076a really important point is that we are not utilizing um that as much anymore um for various reasons. One is that they um are not accepting our students as often as they have been in the past. Um another is because we are just keeping them because we're able to service them here. Um and so I guess that's just kind of trend like we've always had quite a few but because we've sent them there because we were unable to service them then um they stayed there too. as we keep them here. That's why our number is growing and that is why this year we have up up to eight who would be needing that service because we're not sending them we're keeping them more often. >> Um >> but mainly those those would be KCCS most
077the kids that go to Charlton are they able to stay here >> too? Yeah. So um there are there have been many instances um where a student has gone to Charlton and then throughout the years of the student growing and um gaining skills Charlton has uh reassigned them to a lesser research environment. So to a C or a B setting that's when I jump in and I say hey >> but this also can choice as well. I'm sorry. >> This also can come to parent choice as well setting mods. >> So, in order for us to utilize a countywide consortium, we kind of have to declare we cannot provide services for this child. Okay. >> Um, we have to kind of show they can do that where we can't. If we get to a point
078where we can, our choice is always to have them in their in their home school. We always want to uh keep them in their community and in their um district of residence. So we that's where um we'll have that meeting and then we'll say hey we can do this we can offer this um yeah and you know kind of back to um you know the other question about what if like the hypotheticals there's always that opportunity for the parent to say no I choose another district but we believe that >> we are the best place are kids and so I hope through our conversations we don't experience that. >> Uh Mr. Ash, did you have another question? >> Um yes, I know I had talked to you last meeting about like at Chip West the
079age of students, you know, all the way from kindergarten to 22, but even just thinking like 12th graders there. So like how often do you expect or if at all those different varying age which would typically be you know elementary, middle, high school will actually interact be separated. >> Yeah, I'm really glad that you asked that because um I do know that that kind of comes off as a concern when you hear about the ages. There are a lot of buildings like Charleton and KCCF who do have preschool all the way to 2010 in their building. So um it's not, you know, necessarily new. However, to answer your question, um we did a walkthrough um just this morning with Carl and we really talked about um organizing the building so that it is very separate.
080It's it it's and you can see when you walk in the middle, it's kind of separated off. So, you know, we we um talked about putting up a door to really kind of separate it out. Um making sure that there's separate rooms for each of the grade bands. Um, High Roads is very good about no student ever um walks that building without an adult. Um, even when they leave the classroom to walk down the hall to go to the bathroom, the adult is there in the hallway um with them. So, no one will ever would ever be unsupervised in that building. Um, and then putting the 1822 all the way on one end where they have a separate entrance and exit. Um there really shouldn't be much ever any crossover. Okay. I have one left.
081Okay. Sorry. Okay. And this may be just my own knowledge of not understanding that. So I'm happy to stand corrected on this. So like in one of the documents that you had sent us, we're using funds from the IDA grant for this. And maybe this is a question for both of you. I don't know. Um, are there things that we typically use that money for that now we can't or won't be able to fund because we're using the money for this expanded compass or is it essentially a wash because it was money sending elsewhere? >> Do you want to >> Does that make sense what I'm ask? >> I mean, you can start. >> Yeah. Well, I mean because um I'm coming out of grant um >> Yeah. So, for one, I mean, um, she
082was her salary was being paid completely out of the grant IDA previously, but now that we've gotten that 300 unit mark, >> okay, >> now we're going to use one of those supervisor units on her. Okay. >> So, now >> instead of her entire ST, it's just her local portion is going to come out. >> So, there's more available, >> the grant. >> Okay. >> And the state portion will come be paid by the state. >> So, there's a significant savings there. So nothing really that we were funding before for students or what not that we are pulling back fun buttons just reallocating >> right >> okay >> any other questions >> okay that's all that time >> all right >> you know where I you know where I work >> all right section six
083board policy these are first readings so these are just the discussion items will So policy by policy starting with GCC staff leave and leads and absences. Any questions, discussions on that one? Right. JL library materials selection and adoption. JLA review of school library materials. And finally >> the very last page. >> Yes. >> J I CJ use of cell phones and electronic devices in school. place some background on the Z first and then that >> um so over the last couple years legislation has been brought forth for um cell phones and their usage in school. Um so out of that legislation um basically as it was written it is it visible that we make this its own standalone policy? Um, and the policy had to have certain criteria like it had to identify when you
084could use a cell phone. Um, identify times you could not use a cell phone. Um, identify times that um, or identify what the consequences would be for using a cell phone. Um, and things of that nature. So, out of that um, we decided to expand the language to include the other personal electronic devices that people utilize nowadays. um as well as cell phones. Um and then also to outline specifically what the offense would be if somebody was um caught improperly using an electronic device. Um we did see some language here from the Department of Ed um and utilized um a good portion of it, but then we also too did have our attorney look over this language to make sure that it does fall in line with the current legislation. Okay, I have a couple
085things. Um, with it being in policy, um, the fact that I don't love statements that we know aren't feasible to happen. So, when we say any devices brought into school must be powered off and secured out of sight for the entire school day, we know that that's not going to happen. And so like especially we live in a different time like and I and I've like argued this with myself because like I like to tell my kids how silly they are and I'm like I had to get a book out of my book bag and like read it. That's not a thing we do anymore either. Like we don't have a book. We do everything on our cell phones. We have that stuff and um so I just I worry by saying it so strictly
086in here. Um, and then you have the different just like it's the same thing with dress code at school. Like you have things that happen. You have some teachers allowing it. Then you have someone that comes in out of the realm of the relationship of the teacher and student trying to impose. Like for example, I know that my daughter proudly had her cell phone out and she said her work was done. She was allowed to. She had her book phone on her desk while she was putting things away. Another teacher comes in and then says that that she needs to be written up. Well, that that's it's just a it's a very um I I have concerns with the relationships between teachers and students. Like there are some classes my daughter goes into that the
087the management's well and she does all her work and then when her work's done, she's allowed to be on her phone. Then you have another class that it it's not enforced the same way. And I just have a hard time with language such as like it's going to be often put away all day. But then it says also that you're allowed to have it when with discretion. So So it seems a little contradictory to me and I don't know how that >> So I think that like basically and somebody in the room correct me if I'm wrong. I think it's the stance of the administration and and different um educators that, you know, um they have the ability to enforce cell phones in the classroom and that they have the ability to make sure that
088they're that they're turned off, powered off, out of sight, and they have something that they can point to that helps them enforce that. Um, you know, however, you know, if you do take a look at the next line that says the requirement applies to all instructional non-instructural periods unless a staff member provides explicit permission. So, like if there's a period like, you know, um, during lunch and the administrator, you know, allows kids to get out and text or do the things that they need to do on their phone, it gives that option. It gives those different things. But I think for the most part is is that when a kid enters the classroom, the expectation should be that the cell phone is powered off and out of sight. Um and that's an expectation that we've
089driven to the to our administrations here. Um now, you know, um if a teacher is not enforcing that, we do have our deans and the different personnel in the schools who are going through the classrooms to make sure that those things are not happening and try to make sure that things are consistent. um you know, but um I think what we want to do is we want to provide a balance because there's there's there's guidance in DOE language that says you shut them off for the whole day and that's it. But we want to give some leeway, some professional courtesy, and also some courtesy for the kid to learn how to use the cell phone at appropriate times, learn when it's appropriate to use it, how to use, different things like that. Um, you know,
090I can have my cell phone sitting out here just like this all day recording everything that's going on. We want to try to eliminate as many of these different things as possible and just make it more of an environment where learning can take place and and and you know, the teacher doesn't have to worry about the cell phone and they have the ability to do the things that they need to do in the classroom. I see it more as the expectation and um giving it the structure we need to help our kids be successful. I I totally understand what you're saying. I'm not I'm not debating that. But I do think it gives the structure and because of that >> statement that says unless a staff member gives explicit permission, >> I think that helps
091um or you know that kind of clears that that up. But I do feel like the consequences outlined in the code of conduct are there too. again is the structure and the framework to enforce the policy. Um any other thoughts or questions discussion on that? >> No, I agree. >> I also I agree with the structure. >> Um I I have it's just it's hard because of the the way it's we've let it get so far. So like you're you're going to have more success maybe from the elementary if you're going to really enforce it to the middle school and then it's going to come up but it's going to be you know it's it's a >> well I can I can say and I can only speak from spending time and walking through buildings
092here. I can tell you K8 it's not an issue. Like I I can tell you I I for my whole time here. >> Yeah. >> Through various things I can walk through a K8 building and this not be an issue. I think we did have some issues at the high school, but I think Dr. Relloo and her crew have really cracked down and enforced that. And I can tell you right now, like I can walk pretty much in a classroom right now at any time and see kids not on their cell phone. >> Yeah. It used to be higher and I think we had to unlearn some of those behaviors. But I also do think too that we now have some other structures in place that kind of help like kids learn the appropriate times
093to use cell phones and and and and know that some of these things are out there. And I think also too, you know, we have to put a policy or put something together that helps the teacher be able to enforce the things they need to enforce so they can do the job they need to do. >> Um because there's just times where they can't kids can't be on their cell phone. It needs to be put away. >> Yeah. And I think this year compared to last year even at the high school is is better when we especially when you saw the change at the middle school. Um, I just don't like, you know, I understand the hard language and the fact, but it's I understand that it's also going to be a something that's going
094to be difficult for everyone to be consistent with and students having trouble always differentiating when when they believe they feel that it's, you know, they have permission or they don't or and I know you have to have a baseline to >> and I can only speak as myself as an administrator If I walk into a classroom, I don't want to see a kid on their phone. >> Yeah. >> I want to see them put away. I want to see kids learning and I want to see the teacher be able to do the things they need to do. And I think this policy allows them to have that expectation, you know, and and kind of go through that. >> And with good engagement, you get that. Yes. >> So that also falls on the teachers to
095make sure they're keeping lessons and things engaged. >> Correct. Um, it's not a question about this. The one thing I'm I'd like to consider, I really like how even though it's in policy now, but on some of these that say like you find it in the code of conduct, I like that it's here. I think it eliminates one more step and makes the information a little more accessible to families. like if they happen to not that everybody is reading the policy I know but if they go there to look like it's also there where they don't have to take one more step and go find it from the code of conduct so I don't know if that's something that we can consider >> so this will be in the code of conduct >> I need
096future ones like there's a lot of them that just say look to the code of conduct to get this information >> yeah okay >> do you know what I mean >> um >> and I think a lot of our policies that that's just the only line is is refer to the code of conduct like that's >> yeah so we can put that here so that people don't have to go to the code of conduct and find that information. It eliminates one step to get the information. That's all. >> Okay. Any other questions? >> Okay. Then we will vote on this later. Time to go to some action items. Uh section eight, the personnel report. >> I make a motion we approve the personnel report as amended. >> Second. I have a motion and a second
097to approve the personnel report. Any questions on that motion? Right. Hearing none. I'll call for a vote. All those in favor? >> I I opposed abstensions. Is 40. Moving on. I was think I um moving on to 9.1 school choice. I make a motion that we approve the school choice for 2627 school year as presented. >> Second. Have a motion and second to approve the school choice. Any questions on that motion? Not move to a vote. All those in favor? >> I I >> opposed. Extensions. Motion carries. Four to zero. Section 10 other business. Field trip. >> Thank you so much. Um I make a motion we approve sections 10.1 10.2 field trips as presented. >> Second. >> I have a motion and second approve the field trips. Any questions on that motion? If not,
098move to a vote. All those in favor? >> I opposed. Um 11.1 I make a motion we hold extensions. >> Sorry I forgot to take it. >> Okay. Motion carries the board to zero section 11 on their business. >> Okay. I make a motion we approve the financial reports as presented. >> Second. I have a motion to approve the financial report. Any questions on that motion? Hearing none. I'll call for vote. All those in favor? >> I opposed. Extensions. Motion carries four to zero. Section 12. Other business for policies. >> I make a motion we approve the following um first readings as modified during discussion. >> Second. I have a motion and a second to approve the first reading of the board policies. Any questions on that motion? All right. Hearing none, I'll call for
099a vote. All those in favor? >> Extensions. The motion carries for the zero. Thank you, Miss Mossy and Dr. Wyatt. Good job. Uh, section 13, board reports and discussion items. First one is 13.1 Delaware School Board Association. Couple things that I wanted to bring, just one really. July 18th, they're going to do that board member boot camp again. Um, >> I wanted to go last year and couldn't, but I'm hoping this year that it's possible. I think it's in Dover at Pratt Little School District. I think I can find out for sure, but um just mark that on your calendars now before your summer spill up. That's July 18th. Any questions on that? >> All right. Uh 13.2 legislative committee. >> Uh we meet again um I think it's the 25th and go to the
100order. Anybody have anything for the good of this? >> All right. Our next meeting is going to be May 28th here at the district office. Um, and if there's not no need for executive session, correct? >> No, ma'am. >> No, no board members. All right. Then offer a motion to adjourn. >> Oh, yes. I moved. I make a motion that we adjourn this meeting. >> Second. I have a motion and a second to adjourn the meeting. Any questions on that motion? All in favor? I >> opposed extensions. Motion carries four to zero and we are adjourned at 8:22.