001Good evening and thank you for those attending in person. We're going to reconvene uh our board meeting for April 23rd, 2026. For those who are joining us online, we're coming to you tonight from Lake Forest High School and we're here to in part to celebrate the month of Military Child. So, thank you all for attending. Uh first order of business on our agenda is the pledge of allegiance and our moment of silence. And I've been told that the only flag we have here at the top I pledge allegiance to the flag United States of America to the Republic and justice for all. >> Thank you. Please be seated. >> All right. Item 2.3, roll call of board members. Mrs. Rash >> here. >> Dr. Wyatt, >> present. >> Mrs. McCloskkey >> here. >> Vice President
002Starky >> here. >> And President Ralph is here serving as chair. Recommended all five board members are in attendance. Item 2.4, approval of the agenda. >> Make a motion we approve the agenda as presented. Second. >> Have a motion and a second on the floor to approve our agenda for this evening. Any questions on that motion? Hearing none, we'll call for a vote. All those in favor? I opposed abstensions. Motion carries. 5 Z >> 2.5. I make a motion we approve the minutes from the March 26, 2026 meeting of the board of education. Second. >> Have a motion and a second on the floor to approve the March 26 board of education meeting minutes. Any questions on that motion? None. I'll call for a vote. All those in favor? I opposed. Extensions. Motion carries. 5-0.
003Turning to item 2.6 six on our general recognition and presentations and I'm going to turn it over to Dr. Lucas. >> Good evening. Good evening everybody and thank you for being here. I'll go ahead and use this microphone and any the speakers that come up feel free to use the microphone or or not. If you'd rather just sound off. Um I'm going to introduce Dr. Lorie Smith and she is going to talk about our health band. So Dr. Good evening. Thank you all so much for being here. Um it it's a pleasure and an honor to be here with you all. Um and I just want to take a minute to say three years ago um we started the Lake Forest Senior Academy here at Lake Forest High School and through everyone's amazing support it
004has just grown and become more than I ever thought. I it's been such a journey and adventure. In addition, we have our Ed Rising student organization that except me well two months ago in uh our state tournament. We were actually able to achieve quite a bit. We were we had silvers, we've had golds, we've had bronzes. We came away with um three student officers who I'll tell you about in a second. Um, in addition, we have one of our EP uprising members and I'll give her just a second is actually doing national which I think in three short years says a lot about her students. Um, so without further ado, oh I do want to say before I forget, thank you all so much for the generosity, kindness and support uh that the community has
005given us for our fundraising in order to get them all to Portland, Oregon. That is important. You know, one of the things that I teach is the importance of all the stakeholders that are involved in the educational process. And we couldn't do what we do without you all. It just the communities uh the members, the the business members, everyone has just this is becoming a reality. So, thank you. Um first we have Michaela Rigggins. She plays silver with creative lecture. with uh she went interact and to interact with also apart from they did the duo So together with Alexa, she led an amazing book and although she was old, she silver and just an absolutely amazing job. I have to give her a shout out. This is her first year with me and she right
006out with lesson plan and delivery a very category and she is also one of our best employees at 207 state office. Richard Hamilton is uh he did an amazing job. He did he actually actually saw his competition. I wasn't able to get around to everyone. Um but he did this with me and we you all would have been very proud for a while. So with it doesn't land and delivery should seem to rise tonight was not allowed was not I think here with us tonight she's bill so I will make sure that she gets her Alexis Weieber Wow. >> Literally, when I read the book, it brought me to tears because it was one of the most incredible pieces of work that I have ever had, and this is my 28th year teaching, her use
007of photography for her book. Um, the words that she chose and the topic that she chose to encourage. And I just really want to give her a shout out too. She's going for with us with the goldf and Amber. She is our 2026 27 officer president for the 2026 27 school. And if you could just give a second, I'm not going to cry. They don't know. Um, so when I started this job four years ago, I had 16 young people that said, "Okay, we'll take a chance." Right? Some left right away. They're like, "Yeah, no, coaching's not for me." But my seniors stayed like me and I am just so proud of that and so proud of the great women and I can only hope that they will come back here as a negative maybe
008right here get a photo Boston. Thank you, Dr. Smith. Our next presentation is going to be uh we're going to recognize the month of the military child. So, the way we're going to do this is I haven't really scripted this out too well, so don't hold that against me. We got a lot of military guys in the room and uh I know you guys are pretty precise about things. So, forgive me. Before we convey, I want to introduce a great friend in the district, an amazing man, a public servant, a veteran, somebody who's here because he just cares so much about this community and this school. Uh Senator Lawson's going to come up here and join us and say a few words. um from the Senate Senator for a long time. I' like to speak
009to the military families. How many military spouses can we have? Please stand up. No, no, please. Stand up. Vietnam and delighted to get involved. But the wives are glued to keep us together. We serve 10 bullet fruit. We do our thing, but the spouses are absolutely going to keep us together. And you can't wait. Oh, you come home differently. a warm home run after a long deployment or what have you that just goes without. So please take my gratitude for what you do if you go out and then you got the kids to deal with the spouse protecting the country or on the grill or what have you. So how many military kids do we have? I see a lot of we had a service in the senator passed a resolution recognizing the month of
010the military child and uh that was pretty interesting. We do it every year. And I've been there 16 years and I will not be there the 17th year. I'm retiring October after 16 years in there. 27 years of law enforcement 80 years of age. So it's kind of maybe fishing whatever. But it has absolutely always been my own. Didn't go here but all my kids did. uh grandkids here. Uh my mother-in-law taught here, my daughter teaches here now that uh South and Lake Force is just home and so my daughter Lucas calls a long way. So I appreciate everything you do. Thank you guys for gals for your service in the military. Uh without you, our country would be a charity. And uh it only has it 1% that actually serve as far as take
011the oath. But you got double that because of the family behind you. Never forget that. I didn't know the anguish that my parents were going through. when Ted offensive in Vietnam, which was a nasty, nasty time. Uh the headlines in the whole newspaper was the base that I was on was overrun. There was no communication two weeks before I could talk to them. Wow. They had no word. They were looking for that car and the gun to pull up at the house. They didn't know what to expect. So, please never forget the helpline from your service. Make those phone calls, make those contacts, tell them you might want to because they will put you together when you come home. Thank you all. Okay. Thank you so much, Senator. Go ahead. We bring many high school
012folks up. We're going to present an award to the high school. >> Dr. Revel, you want to introduce all the folks that you have here? Mr. >> Good evening, everyone. So, with us tonight, you're going to have Staff Sergeant Burton. He is one of our parents. Parents to Chloe Burger who is a junior and her two younger siblings and so let's give them a welcome and we also have Jacko assistant principal of the high school present Dr. and steam with their banner for being a purple star school. The sixth and final school in Lake Forest. All the schools in Lake Forest now uh K to 12 are purple star schools the only district in the state where all the schools are purple star schools and it's to the hard work of Dr. Revel and her
013team and uh congratulations So, I just want to acknowledge um she couldn't be with us this evening because she had death in his family unfortunately, but Mary Miller is our career and college counselor and she is the one who put this together and has worked really hard to make all of our military families feel welcome. She has a son that is in the military as well. So, I just wanted to make sure we found administrator from each school up next so we can introduce your military families. All right. And families, what we'll do is as your uh your representative uh calls you out, come on up. Shake hands. We got a little gift for you. Shake hands with Senator Wson and then head on back. We'll get you a picture. and then you can head
014on back to your seat. Okay, first Mr. Chand I usually don't go and it's my pleasure to uh to recognize and introduce the Pavilion family. Chelsea Shepard and Avery. Chelsea and Shepherd are exactly what you look look like when you think about what a Spartan is, what uh what their students embody uh responsive safe and uh Mr. Vermillion is a huge uh advocate for military. She supports us. She helps us prepare, plan, and execute all of our military appreciation events. She's also a substitute, and she's our village about every day. So, we couldn't do it without her. And uh we appreciate your support and thank you for your service and uh you couldn't be here tonight. Good evening. I'm Britney Sher Gilbert Child Center and we are recognizing the Sabo family. We have Sergeant Chris.
015Um Haley is our preschooler and then Kase is actually in first grade. Um they Haley just joined us this school year. They're station they're air force stationed um in do but they will be relocating soon you guys will thank you for joining our I'm not sure. Sorry. freely understand. I have to lift this up. Good evening everyone. And Lord, if we would like to recognize the Uber family if they would come up. Air Force Technical Sergeant Austin Hooper, his wife, Mrs. Hooper, and Jameson who was the second grade at North and Violet who is in kindergarten. Thank you for your service. As a military wife myself, I would like to thank you to Europe of service and for all of your military spouse as well. I'm going to hand it over to Mr. Eric. He's
016our school counselor who planned all of our military events this week. We're very proud of all. >> Good evening. Uh it is my proud honor to introduce the Van Hammy family. They are wonderful. They can come on up. We have master Stean wife over at Chip Joe etc. Then we have Theoley at from Lake. We have the family joining us this evening. We have turn and is in third grade and is kindergarten. Thanks for situation. One more round of applause. Like I said, Senator has been great with friendly wars. He's a member of our family, some true spark for life. So, in honor of his retirement, we got a little something together from our department. And this would present a little for you so that we can put this up in your uh think of
017us. Take a moment. Thank you all very much. Uh that has an absolute top slot on the wall. >> On behalf of the board, Senator Lawson, the board would like to uh wish you well and thank you for your service and then uh obviously congratulate you on your retirement. Um and then for our military families and uh again on behalf of the board, we really want to thank you for your service and then also recognize our families that are at home. Um it's truly special what you guys do. We we really wanted to ignore that. So thank you so much. Now this is the opportunity for you if you would like to. You're more than welcome to stay with us because it's going to get really interesting. However, if you'd like to stage, you can
018do that as well. So we'll have a brief party. Anyone that does want to head out again, you're more than welcome to stay with us. You're welcome to be stress if you'd like to. So your opportunity but one more round of applause for center loss of hand. Thank you. Take care. Have a good night. Thank you. Wow. >> Thank you. service. >> All right. So, we will jump back into our agenda. The next item on our agenda is item 2.7 citizen participation. And as I do each and every meeting, I will read directly from work policy K public concerns and complaints and specifically from the public concerns section. The citizens participation item on the board agenda is an opportunity for interested citizens to speak publicly to address the board. Those who wish to speak publicly,
019whether in person or online, must complete and submit the public comment information form PCIF by 12 p.m. on the scheduled board meeting date. The PCI which is available on the district's website must be completed in its entirety submitted to the superintendent's office by the scheduled deadline. The citizens participation agenda item is limited to 30 minutes and individual speakers are limited in three minutes per speaker. In the event interested citizens wish to speak on a particular concern or 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
020values citizens participation and respects the right of all speakers to speak freely. However, all speakers should maintain a level of decency and decorum to ensure a public forum that remains productive and respectful. The public should not expect discussion or responses to any speaker comments at board meeting. And I do not believe we had anyone scheduled to uh sign up to speak. So this will come back again at our next meeting. um which is uh May 14th. May 14th. All right, jumping into our report section. Item 3.1, student council report just we just welcome again. >> If you'd like to come on to the podium, please. Thank you. >> In May, Dr. homes honored biology students will be planting the new pollinators in the pollination garden out front of the main office. On April 21st uh
021in Wilmington, our finance students were visiting the junior achievement finance park. Uh on April 28th, accounting students are visiting Salsbury University to tour the campus, meet with admissions, and enjoy lunch in the dining hall. on April 22nd, financial service students before visiting uh Christian Mall to interview managers to learn more about retail management, what employers are looking for in employees and experience in all Christian mall. Celebrating two Lake Forest High School teams placed in the junior achievement state compet competition. L fitness took third place and Luc and Balance took second. Special congratulations to Ava Fur was named president of the year and junior achievement company program an outstanding individual achievement that reflects true leadership and dedication. Blake Forest represents at the lake smarts national competition in Orlando Florida. These five outstanding Spartans competed against the
022best in the country, showcasing their knowledge in personal finance, consumer rights, health and safety, technology, and the environment. Their hard work, dedication, and teamwork brought them this far. Brian Men, Maggie Weber, Aya Gallow, Glenn Mucha, and Lex Height. The Lake Forest High School is proud to recognize as a purple star a designated that honors schools committed to supporting military connected students, their families through international practice, resources, and welcoming welcoming school culture. We were honored to be welcomed at the Delaware General Assembly as Governor Mat proclaimed April as the month of military children and that to celebrate this meaningful recognization Dr. Lucas Dr. Rello attended alongside our student Mia Thunds and her father Michael Funs US Air Force and student Montana Jr. and his father went on to end his story. The annual FFA banquet was
023held on Tuesday, March 31st. The new officer team was announced. President Caitlin Jones, Vice President Maggot Bever, Secretary Maline Galla, Treasurer Cobra, reporter Amy Schultz, Sentinel Ty Gunderson, Parliamentarian Brier Scanner. Special thanks goes out to our agricultural teachers like Mr. Romero Scott and Mr. for their dedication, captioning, and countless opportunities they provide to the students. Haley McDow and Gabriella Rosan were celebrated at the 2026 Secretary of Education Scholarship, receiving a scholarship. They were recognized for their exceptional leadership academics of excellence and commitment to the Sparkman community. Mr. Ross and some of his students attended the 2026 Delaware HOSA state leadership conference on March 24th and 26. They competed in medical math public health where they made videos about health healthy eating and posting it on social media. Mr. Rocks was offered CPR classes on the
024following dates for Lake Forest High School students June 5th to June 16th, June 18th, June 22nd, and June 23rd. Two sessions two session times are available for each day 8 to 8 8:00 a.m. to 12:00 p.m. and 12:15 to 450. Daniel's block took first place in the spring TSCA conference held on March 31st 30th and 31st. His project was transform transportationally. >> Alex question. >> Now Alex, just one question for you. What grade are you and welcome to your work? >> I am a senior here and I am the rep at pledge. >> Well, thank you for your service to your class and appreciate your support. Thank you. >> All right. Uh item two. 3.2 our financial report and Mr. >> Kell. Good evening. The first report on the agenda tonight is the monthly board
025report which is uh financial information as of March 31st. So we're 3/4 of the way into the fiscal year. As far as the revenue side of the report, the only thing I'll highlight on the state side is a uh new anticipated receipts there and unique alternatives and we did have another student that got placed for outside placement and so we will be picking up 30% of that cost. That's the state side of that. Moving down to the local funds, the only reason we still have additional anticipated receipts is because we are still expecting our senior property tax credit. Uh that usually shows up right around the end of May, beginning of June. So it will be right up to the deadline before we get back uh the the bulk of those uh local funds. So
026overall, we've received 98% of our discretionary funds compared to 97% last year. A little bit ahead and 93% of all funds compared to 89% last year. Any questions on the revenue? >> Any questions for Chicago run revenue? Okay, moving on to the expenditure. Uh same thing again. We're looking we're 75% of the way in the fiscal year. So traditionally, you would think that we'd have about 25% of the budget remaining. Uh there are a couple items there that you see 100% of the budget remaining. Those are um the district uh AV upgrade for the high school and we're still working through some solutions for that. Uh we still anticipate recovering those funds and spending them. Um and then also the 1:1 technology initiative. Uh that's the laptops that we purchased for the uh Chromebooks. And
027so um the next report you'll see that fully encumbered, but this is about the time of the year that that happens. uh when we start to put all the Chromebooks on a purchase order next year. Again, division 3 local salaries is always the elephant in the room at 13 million out of the total discretionary budget. So with 27% of the budget remaining, that's exactly where we want to be with seven out of the 26 pays remaining for the school year. Uh moving on to the second page. Um, again, total discretionary funds budget remain is 28% right now as of the end of the month compared to 30% last year. Uh, so we're still looking pretty good. And then as far as the uh, non-discretionary funds, the only thing I'll point out is the 3% that's
028left for child nutrition operations. As you'll recall, this is a new item that was added to our report uh, for this fiscal year. Um, so we're attempting to kind of quantify what the total totality is of those operations because USDA uh food reimbursements makes up the the majority of that amount. And so that's probably why it was not in our monthly board reports previously is because the majority of that that funding that's going on there is is the USDA food reimbursements. And so overall grant total all funds we've got 28% remaining compared to 31% last year. Any questions involved? each kind of that is a big helper for sure. Any questions for Kurt on view? Okay. And then moving on to the financial position report. Again, data adds on the end of March. Uh third
029quarter, so we're forecasting for the fourth quarter for the final three months. Um very little changes from the last time I presented this uh a few months ago. Um maybe a little bit additional in our projected available balance on June 30th. Uh we do have a little bit higher on the state side, but we will attempt to spend out those state funds always first before we spend out our local funds. Um and a little bit uptick in that monthly local payroll, but you can see with a local payroll about a million dollars. Um with three months to go, you think we'd have three months of uh three million of projected salary, but with the additional pay in uh May, you can see that's why we have 3.5 million projected salary. Um but otherwise pretty much
030spot on with the last report. Any questions on the financial position report? >> Any questions for Kurt on the financial position report? >> So these will come back uh later in the agenda for public budget board. Thank you Kurt. Turn back to report section. We go to item 3.3 our superintendent report. Doc Lucas. >> Good evening Spark family. Thank you to everyone responsible for tonight's celebration. Uh, always great to recognize our military families and of course we want to thank our military families for whom we have so much to be grateful for. Uh, congratulations to Lake Force High School for their Purple Star designation. Um, I also want to congratulate Kaylee McDow and Gigi Rosano uh for being named Secretary Scholars. There are only 93 Secretary Scholars in the state. So, they celebrated alongside 91
031of their peers at a great ceremony last week. Great job to them. Next, I want to thank and congratulate all our administrative professionals. Just this week, we celebrated administrative professionals day and uh we thank them for the many things they do to keep our schools and offices running smoothly. Uh one last group I want to recognize are the 2026 winners from the state odyssey of the mind competition. Following students finished first place, they're moving on to worlds. Congrats to Cricette Banks, Sandra Cole, Rhett Hansen, Celeste Dona, Kemet Kman, Noah Austin, Hannah Ber, Christina Lewis, Elizabeth Wrangler, Abigail Sakowski, Abby Hansen, and Carl Hudson. Hannah Ber was also the recipient of the Delaware Odyssey of the Mind scholarship. Congratulations to all those Spartans. As everyone knows, we are in the final marking period and uh this
032one always seems to move along faster than the others. Um, in fact, the fourth marking period interim reports will be posted in just over two weeks. So, please be ready for that. Uh, some other upcoming events include, uh, I love Lake Forest Day just a week from this Saturday on May 2nd. As always, we have a strong lineup of games, food, bounce houses, a petting zoo, touch a truck, uh, a number of other fun free things for the family. Uh, the events from 10 to 2, and it is right here on the high school campus. Spring concert season continues May 6 with the high school band. Then May 7th with Chipman's band in chorus right here in the auditorium and there are many many spring events happening in May. So please check the district website
033so you don't miss anything. It's all I have this evening. You the floor back to President Ralph and the board for any questions or discussion. You Dr. Lucas, any questions for faculty on this report? Thanks sir. And I'm going to stick with Dr. Lucas because item 3.4 is his as well. Strategic plan update. All right. As um as is in our our board policy, I am to report on the strategic plan twice a year. So this is my spring report for 2026. Um as a reminder of our district priorities, we have three district priorities according to our strategic plan. Priority area one is academic success for every student. Priority area two is partnerships with um partnerships with families, businesses, and uh I'm sorry I can't read that. So >> communities the community school facilities culture
034and climate is priority area three. Um I'd just like to review what our last three years kind of focus and emphasis was uh a little bit on a on a smaller kind of um emphasis. Uh 2023 24 we were looking at increasing necessary changes to increase student learning. Last year meaning the year before this 2425 we were we're incorporating the Spartan for life brand which has really stuck. And then this year we've been emphasizing our leadership strengths to increase student learning. So again just as some more review in terms of our Spartan for life vision this year our goals or our challenges I rather call them challenges. All our deck students are ready for kindergarten. We're looking to increase our test our our academic achievement scores to 36% districtwide for math. 46% of our students
035ELA. Um and that's a district-wide uh measure. Just want to review our Spartan for life uh sort of mantra since it was such a big big part of last year and moving forward. Starts with me. We control what we can control. Uh it's about community relationships, tradition, and of course, we're a community that's rooted in agriculture. So, that's really important to us as well. As I've done in the past few reports, I thought it would be good to introduce a uh SWAT analysis and review our strengths, weaknesses, and opportunities and threats. And this year, I broke it down by priority area. So, for our strengths for academic success for every student, we feel like we've made some great growth in staffing. Um, we've we've really hired some some highly qualified staff. We we're about as
036well staffed as we've we've been since the uh the unfortunate COVID era. Um and and our sub coverage has increased as well. We have great sub coverage right now sitting at about 82%. We have experienced professional school leaders and we've really been able to emphasize internal growth. In fact, 11 of our 14 school-based administrators have been promoted from within. We have highly qualified teachers. We have high quality instructional materials K to2. I think this is our second year having fully integrated high quality instructional materials K to 12. Our career technology education programming upgrades have been intentional and significant adding computer apps, the teacher academy a structures and next year we'll be adding the uh JOTC program here at the high school. Some strengths for our partnerships with families, communities and businesses. Um, we still maintain
037strong community support. Our parental parental involvement, you'll see that come up again, parental involvement. I'll talk about that a little bit more. Um, our community leaders, we have a second community leaders open house coming up. And, uh, work-based learning, internships, and we've had a great spring job fair that's grown um, each year that we put that on. Terms of school facilities, culture, and climate, uh, we've been able to balance the budget consistently and added to the reserve each of the past five years. Um we've avoided implementing the tax increases from the referendum in fact last year and we've consistently done this we've we've done we've also been able to do this and simultaneously consistently upgrade technology devices servers other hardware facility upgrades and uh sat down with our cap our capital planning committee has uh
038gone into gotten to work just uh last year I think we've met four times now looking towards the future but we do have some weaknesses that we think are important and we have to address uh standardized assessment scores. We still see pockets of success. Um but we it's still a work in progress. Um I talked a little bit about parental involvement as a strength, but it's also kind of a weakness because where we have strong parental involvement, we have it's we have strong parental involvement by a small number of parents. So we'd like to expand that and get more parents involved um rather than you know a small number of our parents doing uh carrying the bulk of of the weight. Um and then program sponsorship. We have improved a lot increased a lot in
039our partnerships. We we can always bring in more businesses, more sponsors, more opportunities for work-based learning, internships and things of that nature. School facilities, our schools unfortunately are aging. Take great care of them, but they get more expensive to maintain every year. That's challenging. We've got three schools also at over 85% capacity. Kudos to uh Mr. Star and his team for the great job that they do upkeeping those buildings. But the fact is um over the next three years we'll be celebrating the hundth year of of uh existence for three of our schools. Um let's talk about some opportunities. Academic success our partoteer pipeline. Next year we have two paras that are going to start off in our par toteer pipeline. So that's very encouraging that we're going to be able to start developing some
040teachers from from within. Um we see artificial intelligence. We're going to be looking at uh focusing as a leadership team on artificial intelligence and how we can use artificial intelligence to help uh just be more efficient and increase student learning. our new CTE programs I mentioned as an opportunity and uh we also see that as another way that we can help get our kids um as James likes to say uh enrollable, enlistable and employable. Terms of our partnerships with families, communities, and businesses, uh we've really been able to exploit uh a relationship with the Harrington Public Library that was built a couple years ago. We have a new partnership with scope down in the Woodbridge school district giving us another alternative for some students to attend. um our special education reorg which is going to
041be talked about a little bit later here and we've had great support and uh collaboration with the University of Delaware um especially in the math department the last couple of years school facility cultures and climate opportunities uh safety and security potential grants that we're looking for and um parent advisory committee lake force community education foundation and our and from the financial side our debt service is really dropping off I mean there's going to come a time when you know we're are we're we're not indebted to anybody um on that side and that's going to give us some more opportunities um for our on our fiscal side. Finally, some threats that we want to uh ward off uh personnel retirements. Unfortunately, uh teaching is an aging population, our employers employees. So, uh, we we've really got
042to find a way to replenish our staff, especially in the area of secondary math, science, uh, and special education. Um, and along with that, we have continuing growth in our special population. So, uh, while we're really finding it more difficult to attract teachers to that community, the community seems to grow every year, and we've got to find ways that we're going to be able to accommodate that. uh burden of proof is also something that is uh that something that we have to deal with and and even though uh artificial intelligence is an opportunity it's also a threat. So it's really important that we address that and we look at how we are going to embrace artificial intelligence here in the district terms of partnerships with families, communities and businesses. Of course the economy inflation and
043the political climate always are potential for threats. And on the FIS facilities, culture and climate side, uh the state's fiscal climate is always tenuous and certainly don't have any control over that right now. There, you know, there's no decision on equalization, the public education funding commission. Um and as well, as you've seen in the news, a lot of questions about re the recent reassessment. Our physical space continues to get squeezed. As I said, we're 85% capacity or higher in three buildings. Maintenance costs continue to increase. Energy costs are not going down. and uh our student population growth um is also something that we are challenged to deal looking forward um and for the near-term academic success we're really looking at some quantifi quantifiable academic growth this year that's really something in the short term we're
044hoping to we're going to showing gains strong gains in that area um we obviously our goal to responsibly implement AI continue to recruit retain highly qualified ified staff and uh make strong investments in the short term in our professional learning. In the long term, 100% of our students enrollable, enlistable, and employable. It's really our goal that every student that walks off our campus, they get to decide what they do next. For the near term, in our partnerships with families, communities, and businesses, uh we have our community leaders open house in the fall. We're going to do our second iteration of that. So, we hope to grow. We want to expand our work-based learning, our internships, and our job placement opportunities. And then in the facilities culture climate for the near term, looking at addressing facility
045needs, our immediate needs through the continued effective use of our minor cap. And then our long term is hoping that strategic uh use of the capital planning committee um to think what we can what we're going to look like in the future in terms of uh terms of our building and facilities. Um that is about it and I am open to questions and input from the board questions for Dr. So I I just have one question. So, um, because I hear your AI just scared me, but, um, so the near-term, uh, responsibly implementing AI, um, and I'm not looking for specifics, but just a a general example of what that looks like. Is that software for students? Um, just an idea of what like what that looks like. Yeah. Right now, our first uh, iteration
046of this is to see how we can implement staff uh, how we can implement the use of AI for our staff. How can the staff, how can we make the staff more effective, more efficient through the use of AI? And how can we um learn more about the safeguards that we're going to need before we unleash it um on the students? >> And is there a component of that as well that helps deal with some students are using on their own to do school work, things like that or or no? >> Oh, certainly. I think um you know, right now it's the wild wild west. So uh through our professional that's what we hope to address through professional learning is uh yeah how can we how can we get a handle on it and how
047can we make it work for us instead of against us um I know we're going to talk about this later but in San Antonio um at our schoolboard conference there was a speaker that was talking about artificial intelligent it was phenomenal the way he presented it and wild I think wild that's the best way to describe it like it is wild, but it there's so much to it that I think benefit our staff, our students. So, it it was it was phenomenal. I'll share this with you later, but it's so forward to it. All right, anyone else? All right, Dr. Lucas, turning back to our agenda, staying on quote section, item 8.5 is our cuts report and this is Michelle. Thank you guys so much for giving me this opportunity. I'm really excited to be
048here to talk about the Lake Forest Compass program, which is something that we've been working on um with the goal of expanding opportunities to better serve our students with diverse and complex needs through community collaboration and specialized support. And we're just getting ready to pull up the PowerPoint here. Thank you. >> Alexa, thank you. Um, so there's three parts to this. Um, there's 18 to 22 year old program. Um there's a K to3 complex me needs specialized program and then a K to2 um high roads program. So our 18 to22 program I'm going to start with that one. Um it's focused on preparing students for life after school with an emphasis on independence, employment, and real world skills. You can see right there. So I wanted to start by explaining um why the why behind
049this. So, Delaware regulations ensure that students are eligible for special ed services up through the age of 22. Um, which gives us the opportunity to provide meaningful transition programming um that supports long-term success. Um, the K to2 program really focuses on academic and the students who um all students are qualified for the program, but the students who we typically see staying in this program typically graduate with an al alternative diploma. And then that's kind of the end of the academic portion. And then we really dig into work-based learning, community navigation, and just generalized kind of being adults um adulting. Um so that's our goal with that. And it is in um grounded in our regulations. So our overall structure Oh, sorry. Okay. Um so one another reason for this is that um we haven't seen
050a big increase of the amount of students who want to stay for our 18 to 22 program. This year we have about eight students who um could potentially stay um and take advantage of the of 18 to 22. In the past because we don't have an established program we used outside um programs. So, um, Caesar Rodney, um, Capital, other programs such as, um, Project Search, those kind of programs that we would have students apply to, they would have to interview and then they'd have to be accepted. Um, and then if they didn't get in, we would utilize other programs. So, that does come with a tuition cost. We do have to pay tuition for those programs as well. Um, but because our numbers have been small enough, we've been able to utilize outside programs. This
051year we do have about eight students who are um interested and will take advantage of this program. Next year we predict an additional six students um with a total of 14 and by the third year in 2829 we predict an additional eight students with a total of 22 students. So like Dr. Dr. L said earlier, this program is growing and we want to be ready to be here for them so that we can help them navigate next steps beyond um that diploma. So our current strengths right now um with um 18 to 22 um is that we are anticipating so we're actively planning for this. So we, like I just said, we use Project Search and some other um um programs. We have been successful this year um developing partnerships with um community um employment
052opportunities. So, we've had students this year who have been able to get paid work internships during the day at Ace Hardware, Hampton Inn, and at the Harrington Casino, which we're really excited about because that's building their resume and getting them ready for um all the skills that they need in order to um go out into the the workforce. Um, so our current need is that we want a a separate physical space for these students because since they're past the K to 12 academic program, this program looks really different and we want them out in the community. We're going to partner up with um paratransit. So for their um transportation and we want to make sure that we are connecting them with um work-based employment opportunities and daily living opportunities so they can navigate the community.
053So, we want that um ability to be able to get out more of the community. Um and and keeping it at the high school, um it's a bit limited with the traditional high school schedule. Um and because there's a lot of moving parts of that high school schedule, um if they do leave in the middle of the day to do a work-based learning opportunity, then they are missing out on different classes because those classes rotate throughout the day. So, um this would be a whole different structure for these guys. So we could really focus on it what they need. So the overall structure that we're looking to do is to separate it out from the high school so they can graduate, get their alt diploma, and then move into the separate program. Um, we're going
054to, um, include a dedicated special education teacher case manager to oversee the program, help them, um, navigate the community, um, maintain their IEP process because we do have to maintain that up until the age of 22. And, um, we also will utilize our transition specialists to help strengthen those community connections. Um and then we already are working on our partnerships with DDDs, DVR, CIS, Goodwill, and Easter Seals and the food bank, which are all these um other opportunities for students for them to help students navigate and be a part of the community. So they all kind of pitch in um to help these students either gain work employment or um they have classes where they teach about how to be a good employee and those kind of things. The benefit of this would be um
055a reduced strain on the high school resources um because they have their sea setting and so the sea setting will continue to grow. These students will be able to kind of be removed out of that so they can focus on academics. Um, it allows them to stay in our community, which is really exciting because we will be able to get them, like I said, paid um, jobs in our community and we won't have to rely on other districts and we can use um, uh, age appropriate programming for them through this program. Our next part of this is a K to3 complex needs specialized program. So um so our current strengths right now in our schools in our K to3 schools we have a continuum of A B and C and one of the things we've
056really worked on is making sure that that continuum of special ed programming um all those students have access to high quality instructional materials um no matter what setting that they're in. Um, we have really strengthened our inclusive practices and all students in special ed get opportunities to integrate in the day um, no matter what they're studying um, with typical peers whether it's in pushing into specials or a math or reading class or lunch or recess. Um, and we also align that work with our MTSS framework and we really prioritize foundational literacy and math skills. So those are our current strengths. are this year we piloted um what I called a IST um program which is an intense um support team. So I pulled um an autism specialist um a behavior interventionist um and a speech
057therapist with um experience working with um AAC devices to help students communicate who do not communicate. some of our non-verbal students and we identified students who could benefit from using a team approach um of related services. Some of the um rubric and requirements that we looked for were students who um could struggle potentially with communication. We see all the behavior as a form of communication. And so students who could be non-verbal or may struggle with communication sometimes express that through behavior. So our goal through this um IST pilot this past year was to teach them and coach them and provide them with the services through those realtime experiences of not being able to communicate what they need and and show them how to communicate whether it's through an AAC device or it's through other methods
058that that student uses to communicate. Um we did a midyear feedback this year just to kind of see how that IST approach was going. We um asked uh uh administration, teachers, members of the team, related service members just for feedback. And a lot of the feedback was we needed more. We needed one of those teams at every single school because we had one team for all three schools. Um and we needed to really ensure that increased intensity for supports for these students. Um and it requires very specialized environments with very structured routines. So that was really good feedback that you took in creating um this. Our current needs is that now we've increased this capacity. So this year in our pilot program, we identified about 22 students who would really benefit from this extra dose
059of um these services. So um using what we've already um um kind of established um we would like to increase our continuum from A B and C opportunities, we'd like to add a D study opportunity. Um and that is a need right now. We don't have that setting in our district. And that is why any student who might need a more restrictive or intense or um smaller studenttoteer ratio, we have to utilize another district. Um and so that's a that is a a big gap in our programming. Um not being able to program for them here. So we really want to try and keep them in our community and make sure that we are targeted target instruction for them. It's kind of a lot of the same stuff that I just said. So, I wanted
060to talk about the difference between an LC and D because in our in our district, we do have AB and C and then we do utilize um countywide consortiums for our D setting. If we were to create a D setting here, I wanted to everyone to kind of understand the difference between that. So, the C setting is within the general education school. um uh the students um could be with typical peers outside of um they have a class with other students who have IEPs but they also up to 40% of their day interact outside of that classroom with typical peers. Um we have a strong focus on academics using highly um HQIM um instructional materials and um they are assessed using smart about and state assessment. The dudying opens up another opportunity to really specialize
061that programming. Those students um are in a very small um safe environment um where they may have very specialized needs like not being able to communicate. And so we want them to feel in a safe place where they can grow and learn. And um if they have a behavior to express their communication, we will be there to help them coach them through it and help them learn through it. Um also in the C setting, we adhere really strictly with our code of conduct. And a lot of times if we have to clear a classroom because a student is having a behavior um and it doesn't create a safe situation for other students, then the parent has to come and pick that student up. We really want to keep the student in our school so that
062they can learn through these opportunities. That's something that a D setting can kind of offer us. It's it's a bit um different structure. So our overall structure that we're planning for the K to3 D setting is to be a separate program. It will be c housed in a a current elementary building. Um it's designed to serve the students with our most complex needs. Um, and no decision on this would be made without the IEP team. It needs to be an IEP team decision. And it needs to be a decision that this student would benefit from having this D setting because of all of the needs that could be met that may not be um as well met in this D setting. So, it's really important that the IEP team including the parent and the teachers
063and um the coordinator administrator is all part of this conversation. So that's a big part of the structure and we're really going to focus it on school readiness development and that is really just how to school how to interact with your peers appropriately, how to interact with your adults appropriately, how to um get someone's attention um if you are non-verbal more appropriately and really working on school readiness so that they could exit in fourth grade into central is our goal. The benefits of this is that it consolidates um our related service providers. So our occupational therapists, our speech therapists, our um autism specialists, our behavior interventionist. It'll consolidate them so they can really work on focused um interventions for these students needs. um it will reduce the referrals of out of district placement instead of
064sending them to another district where we they're they feel far away and I don't always get to see what's happening on a daily basis. We get to keep them close to us and we know that we're providing them everything that they need. I can just really ensure that they're getting that prescribed program that we have in their IEP. Um and then really import really importantly we want opportunities to teach through those interfering behaviors which will lead to greater access to faith because they will be in the classroom and shopping. Awesome. >> The building level impact is that we will be removing a C setting from every single building about so we started with uh one C setting in every building and a lot of buildings have duplicated that. So for example, east has three sea
065settings. So our numbers are growing a lot. So sea setting is all we have. There's not really an opportunity for do students need even more support. So it would reduce best sea setting numbers because we wouldn't pull them out because they might need some more support. Um it'll increase the flexibility for inclusive opportunities for the students who remain in those settings. Um and they will be able to um um focus on academics and pushing out and the um administrators and the teachers um may not have to provide as many behavioral interventions and can can focus on the academics in their school. Um and our service providers will be heavily focused on the needs of the students. Um the last piece of this is we want to expand our um high roads program. So currently we
066um service students K in K grades K through 8 and um we typically use the secondary ILC in the Capitol School District um for special ed students who may have behavior issues and need that D setting. um we would expand the hybrids program to encompass grades K through 12 so that we can again keep those students in our district and in our community. We um utilize right now the secondary ILC and like Parkway for example on a 45day basis. So we would want to utilize that same model where the student would go do this highly structured program. They would collect data. When they're proven that they're ready to come back, then we would meet again in 45 days and have them come back. So, it's it's like an alternative to a suspension or to a
067expulsion or to a alternative placement. Um, and that maintains our current um funding structure because um right now we pay for 18 seats. Um, over the last three years that we've had it, we've really only reached a max of like nine to 10 seats. So we can by expanding those grades make sure that we're filling all those seats because we do pay for all those seats. So we have lots of opportunity for expansion there. Um so that would not increase our um budget because we're just reallocating how we would use the current seats that we already um paid for. Um and that would be housed at Chipman West. And that's kind of where we came up with the compass because it's um Lake Forest North, South and East will all be able to um utilize
068this program and Chip and West as well. And that's all I have for you. Do you have questions for me? >> There are questions. Who would like to go first? >> So clarifying question first. This process like can we talk about each one individually? like can we label one and so that we can ask the questions about that before we move on is that okay >> okay um first >> uh the first program22 yes like where do you have any thoughts on where that will be housed >> yeah so um we are using Chipman west um for the pirates program and um we want to utilize three rooms to make sure that we have three different levels of the highs program we also have a couple other rooms left in there. So, we would use
069we would house our students there, but our primary goal is to have them out in the community. Um, it's also flexible about the days that they're coming. So, some of them may be picked up by paratransit and report right to their work based learning where we would be there to, you know, check in on them and then go back home. So, some of them may not even come into the building um depending on their individual needs. Um, yes. Yes. So it'll be housed at uh uh Chipman West. >> Okay. And what like what does the ratio of staff to students look like for that age group >> for the 18 to 22? >> Yes. >> So um all the students in the D setting and into the 18 to 22 um are complex students. They
070have complex needs in order to qualify for that program. Um so every um 2.6 complex students generates um us a unit. So, we would be looking to hire one teacher and two paras for that program. And then we would utilize our district um transition specialist as well to kind of link up um our kids getting ready to go in there. So, he would be kind of back and forth as well. >> So, would those be additional staffing needs or I mean I hear the reallocation. >> It's not really additional. it um with the 18 to 22, it's it's it's uh kind of difficult because they have the option to graduate and to not ever come back. And so we meet with every single student who has an IEP who's a senior regardless of their disability
071and we go through their options. Um and they can get their diploma and they can go on, they can get their alt diploma and they can stay. And so we meet with every family to have those options. So it's really kind of up to the family. They don't also don't have to stay until they're 22. they could come just for their first year. If they're successful at landing a job, we may like release them out and then they don't need to come back. It's every child has a different journey. So, they get the opportunity to stay until they're 22, but they don't have to. Um, so it will be kind of fluid. Um, so sorry back to answer your question. It's they would be if they were not staying here, they would be going away
072to another program. So we still would lose those units. >> Is there a minimum amount of students we need in that program in order to fund it? >> No. And the regulations, I mean, if we have one student, the regulations state we have to program for that. Um, so if we have one student, like we've been successful in getting our students accepted into these programs. >> Um, but as these numbers grow, that's not guaranteed. Sometimes they only have every year they kind of announce like they only have three spots, you know, and that's for the whole entire county. So, um, uh, we just want to make sure that we are here and we stand ready to serve for any student who needs us. Yes. Next. >> Any other questions on the 18 to 22 hospital?
073>> Um, I have a couple. So, I'm pretty familiar with the 18 to22 program. My nieces attended Project Search. Um, so I think it is very important. I just was wondering like kind of about the logistics of everything. So, like this is I'm going to ask you as like three questions, but you can kind of figure out if So, did we have students that wanted to take advantage before that weren't able to um like how many were we placing at at places like Project Search or wherever and then um were some that wanted to get services not able to because I thought they had to be provided like whether you So, I'm just looking the money would be funded by the uh state anyway, right? Because because the units would be so it's not that
074>> by keeping those units here, we will generate a teacher for that program yet, >> right? Okay. But then we also would hire them ahead of time without knowing or are you I guess the numbers are they hypothetical because we have to make sure we have to get through the end of the year and then decide whether those kids actually are going to want to do it or not. Yeah, we really can't predetermine and we can't make decisions for these students. So yeah and so we meet with them but um working right now with our sea setting teacher um Joe Holland who has our seniors right now he has been working really closely with the families and a lot of these kids who are currently in these job internships will be some of the that's
075one of the reasons why they're so excited about this because they already have jobs and now we just have another way to continue them. We don't have to end that to send them I was going to say like for for what I was familiar with, I don't think my nieces went for four years. Like I don't think they did 18 to 22. I think they graduated after they got a certificate after >> 18 months or two. You know what I mean? It wasn't as long as that. So is that a thing too? Like whereas we might be anticipating >> absolutely eight and then six, but really they they don't overlap quite like we think they're going to. >> Yeah. really driven by them and their families. Um, and when they reach a point when they
076feel like they are ready to go and to be on their own, then that's that's our ultimate goal. Um, and some some may feel that much sooner than others. Um, I do want to say we will still be utilizing project search is an amazing program. We are not saying we still want students to apply for that and to go through that. Um, so we still want to offer that opportunity. Um, and it's a really great experience because they get to interview and go through the whole process and um, we just with these numbers knowing that in three years we'll have 22 kids who could potentially qualify for this and then knowing that Project Search is highly competitive. Yeah. >> Um, a lot of people want those spots. So, >> I'll say my my only I
077have two main concerns that I I just wanted to talk with you about. One is I've even been dealing now past project search and all of that. It is a how do we if we're going to have eight or 14 kids and they are out in the community there is a lot of one-on- ones that have to be with that or there was a like there's a lot of observations and um people being there to help them through that. So like that seems like a really large number to be able to only do it with if you have a teacher and two paras. So I just wondered how logistically that all works. So just and you don't have to tell me now. I'm just saying like that that's in my mind because uh past I
078know now I we still have people that go check in on them and they're and they're way past that. You know what I mean? So that's one concern. Um, another thing is if everything's being housed at Shipman West, is Shipman responsible administratively for all? >> That is a really great question. Um, so that's one of the reasons why we want all of this to be D because it is a separate program. I don't I really have the goal of taking these responsibilities off of the schools um and onto shifting it onto my department. So um we will want to hire a separate administrator to oversee these programs so that it is truly a separate program. administrator as a principal. >> Yes. >> Principal for >> a principal for all the all the D settings which
079would be 18 to 22 which would be the K to3 um D setting um and which would be the K to2 high roads. So that that way it does not fall on any of the current building administrators. It would that would all be um overseen by a separate coordinator and a separate administrator because that would be um about 22 kids or so we're predicting for the D to uh K to3 setting. um eight up to 18 for the high roads and then um six for our first year of the 18 to 22 um which could potentially generate the 15 units which would give us um a state funded administrator. >> That was one question I had was there a mechanism or was that going to be local? >> Yeah. So depending on the units and
080the number of kids that we do have in these programs, um once we hit the 15 units, then the state does um pay 100% for administrator. >> But that scares me a little bit. >> So to that point though, that's that's under the assumption that you had 15 ahead of time paying it. And the other option is that um um we have secured we've secured our 300 um and so um I that opens up a lot off of the IDEIDA grant including myself. So I can write people into our IDA grant because we have opened up a lot of funding by moving people up. So that if there was an instance where we didn't hit those 15 and we didn't get a state funded, I do have a nice cushion in the grant to allow
081us to put that in there. So that is grant funded. >> So then would the thought be to gradually move into this program and see what numbers go and then potentially hire or request a hire administrator or start right off the bat? Is that would that be a request for >> um I do do you want Brandy to answer this or >> so that part is so like this is a program so it's not really a an agenda type item but hiring administrator is a board function through so so that's why that triggered a whole new mindset for me with questioning and funding and things like that so >> so I wasn't sure what the thought was um with that because in presentation up until this point about questioning there's nothing on administrative pieces like
082that. There's questions there. >> Yeah. So, in my mind, I think it's really important to um have all the pieces in in place um so that it's we can start it off very on a strong foot. Um, that's why I said the IDA grant is always there so that if something doesn't work out with the finance from DOE, I can be there to make sure that um, it's picked up through the IDA grant because it is a very appropriate use of the grant um, for something like this. So it would not >> if I could our goal is to present to the board a plan for an administrator to oversee this program that would be kind of like we do with our um deck program. It's a it is a position that would be predicated
083on funding. So we would it would be a year-to-year position that we would fund and that provided that we have the funding available would be renewed annually. Now that's a topic for another day. But that is the that that is Gant's favorite way of of of staffing this. The advantages to to all of these programs is um to me obviously we concentrated services uh because right now as as uh Mrs. Salman mentioned, you know, you have related services people having to go to three different buildings a lot like we had with our ML program a few years ago. We had one ML teacher going to three different elementary schools spending a day there every every other day. Um now we can concentrate those services providing better support for the students but also the daytoday the
084really the highest need students that require a high level of intervention on behalf of administration. we will have a designated staff to do that. So um at North for example they won't be fulfilling those responsibilities and they our administrators at North will now be providing you know educational leadership instead of providing interventions for really severe discipline discipline events. Um so that that is really kind of the goal. Um also, um East has 3C settings currently and east is just busting at the seats and we have to come up with some kind of way um to manage our space a little bit more effectively and this this helps in that respect too. But back to the original question, that's just a top >> and that gives me a better a little comfort just hearing some of
085this because it's a that again I'm kind of just question. Yeah, >> James, can I just tie tie that up? Like I'm just going to say the only thing that I'm am struggling with with h is is a principal pay scale for what could be around 20 kids. And I think that that's something we need to just think about because that seems like a varied. So just the D just the K to3 setting would be 20 and then the high roads um allows for an additional 18 seats and then the 18 to 22 um will be six. So, we'll start off right away um with around I don't know what that map is, James. >> 40ish um kids. Um but also um remember that these 40 kids, every single one of them are our most
086complex um students with very high needs. Um and it's not necessarily the position and we're going to talk about the position I think in the next board meeting, but it wouldn't necessarily be a principal position. >> Okay. Hey 22 down here. >> Yeah, I guess my question goes off of what Jordan was asking. I had >> questions about what obligations and responsibilities would fall on the shipment admin. And so that question's answered, but what about like the nurses, counselors, custodial staff, cafeteria workers, like all that are in that school that would also be responsible for those 40 students that are there. Yeah, we're working on all of those plans. We're working on like a staff handbook. are looking working on scheduling. Um I've kind of been collaborating with um Mr. Weller and you know um
087all of our team to make sure that all the parks are are present um and that the kids are supported. Um but every time when we do consolidate and move this um program then every those kids do generate units where we can hire positions to meet those needs. Okay. Because that was one of my concerns of thinking like you're talking about 30 or 40 complex students like that could really utilize the time especially I think about nurses counselors >> and then there's hundreds of other students too that are not having the same access. >> Okay. >> Anything else from 18 to 22 before we go to K3? >> All right. So K3 wants to go first or are there any questions on K3? You know, you mentioned the K to3D setting in one of the
088elementary schools. So, we have that. >> We were looking at North Elementary because of space. I know you and I are on the capital planning committee and that's um a place that has some space that we could utilize. Um and we're looking to provide separate entrance and exits and separate um start and and times kind of making it a little bit um structured so that it doesn't interfere with the building the north schedule. >> That was my question. >> Yeah. With high roads moving from north >> yes >> to chip in west that obviously creates >> it opens up which is to >> a spatial as well as you know there's not really an additional strain on those support resources because we're pulling one program out of north and we're replacing it with essentially another
089program. I guess on that same note specifically about hybrids you're talking about at Chipman West you could have correct me if I'm wrong I can accept that kindergarten through a 22 year old. So how do you manage a wide age gap utilizing the same space? Yeah. Like I even think about bathrooms like all of these things that are >> Yeah. >> adults like >> Yeah. So, Chibin West um has many rooms and then they have kind of like rooms within rooms. So, we have a plan of separating it out. Um uh High Roads um comes with their staff um who are trained in their area. So, um no student in that building currently we have um a highrisisk program out there. No student navigates that building alone. Um every student has um an adult with
090them at all times. Um and the 18 to 22 again we really want that to be separate but they are going to use it more as like a home base but we want them out and about. Um and then the high school um uh high-risisk program is going to be on a more flex um where they come in and and leave whereas the younger ones will be um on the other side um and that's going to be their their home. So they'll be there for a longer term. Um there are two separate bathrooms with um one stall each. We're going to separate it out to an elementary and a secondary. So, you know, there wouldn't be crossover there. But again, I think the most important thing is um you know, I just want to talk
091to Terry about cameras and just making sure that um students are competing with an adult at all times. >> Okay. >> Uh K to3 uh the programming for that. Do you see that as more academic, behavioral or both? And is there space to separate the two if it's both? So on our continuum, the C setting, we really want our C setting to be academic and we find that certain some behaviors interfere with that. Um certainly we want to take those students who need um self-regulation um and maybe possibly communication because again all behaviors are a form of communication um out of that equation so we can really work on communication needs, behavioral needs again like how to be a student in a school. We have a lot of students who um sometimes come without a
092lot of experience navigating a building or interacting with other kids and other adults. So, we really want to start with the basic building blocks of that because sometimes when we put academics in front of all the other things, the academic doesn't happen. So, we want to be able to push that aside a little bit. um really focus on the structured environment, practice our routines, what it looks like, how to interact appropriately, um social skills, um and those kind of things. So part of >> Yeah. So what determines if a if a student goes to the K3 high road or a K3 student goes to high roads or like what >> high roads is definitely based on behavior. they are structured for behavioral intervention self-regulation. The other one is when we can tell that a behavior
093is because they're lacking another necessary form. So it could be communication. We do have quite a few students and those 20 students that I identified are nonverbal and we don't um we use a system of communication where we train we have to train every single teacher in the district. We really want to focus on um training these teachers in this program so that we can start day one on actual like communication practice. Um this is how you ask for something when you when you don't um communicate or you don't speak. Um, so it's working on those foundation skills and then academics as well, but really focusing on those foundational skills that we don't have a lot of time in in our C settings or B or A settings. Also, the students in the D setting
094would not be most likely not be taking the state assessment. So, we're not super bound by um they have alternate standards and a lot of those alternate standards address things like social skills and behavior. >> Listen. >> Okay. I just want to break it down a little bit too though all that you're we're saying the C settings would be moved out of the elementary schools. >> Not all of the C settings. We still want to offer a C setting in each elementary >> but one. So, we would Okay. >> Depending on the numbers and IBS. Yep. And then the chip and west will have because because we're talking about K through three, but then we're looking at the overall structure. K to five would have desetting at Chip and West. >> K to 5 is
095high roads. >> K to 12 is high roads and that's going to be at Chip and West. The K to3 descending will be at north. >> Okay. So K to three >> north. >> Sorry. says K. It says K to classroom. >> Sorry, this is just high road. So, currently the K to 5 high road classroom is Calet North. >> Okay. >> Um, we're going to move west. >> We're going to move that to Shipman West and expand it K to 12 >> and it would just expand the K to 12. Okay. So, K to2 high roads would be there and then the 18 to 22 would be there. Okay. Um there was one thing I was wondering. And then um the 452 still has their own C settings and everything. >> Yes. Okay. I
096think that's >> and we have not yet I mean we got to start we want to start kind of smaller but we've not yet looked at fourth and up setting but we really believe in early intervention and our measure of success is working on making sure that kids are ready for >> I have one last question >> last one I promise I think um so we know how much it costs to send student externally, but I don't think I've seen numbers like of what it's going to cost us. Sorry if I'm putting you on the spot a little bit of like what it's going to cost us to do it in house and that financial impact. So, do we have that breakdown yet or >> yeah estimate or any idea? >> So, I can respond
097to that. I mean, a lot of it's going to be a wash in the sense that >> we're talking about local tax dollars. So when the the district educates these complex students, they're earning the state funds for those, but it's always the the district of residents that's paying the local dollars associated with that. The whole 7030 split, you know, we're still going to have to pay that 30%. But right now, our 30% is going to another district because they're being housed in another district of service there. So now we'll just be able to not have to pay that bill. We'll keep that 30% of our tuition tax dollars and put it towards our own kids essentially. >> Okay. So less >> and most of that's pretty much a wash >> and more of a being
098able to control the education that they're getting, >> right? Yeah. But like for example, um I met today with our team and there are two students who will be graduating from PCCS um and ready to enter their 18 to 22 program. So they've just raised tuition there to $34,000 a student. So those two students we can pull back and service them here. That's a lot of money to not give to another district. >> Yeah. I mean so there is self-control there because now it's a controlled cost instead of here's the bill got out. >> We we aren't forced to send them away >> just from a budgetary standpoint. We now are able to control budget because we know what the cost is and what it's going to be versus having no clue until we get
099the invoice. So >> yeah. Any other questions? >> Dr. >> Does a student can they choose to say no, I don't want to stay here. I want to participate in the other program and we still have to pay. >> That's a good question. Programs like Project Search um are really specialized um to get kids like in the medical field and those kind of things. And so if that's something they really want to do, we want them to pursue their goals and their dreams. So yes, we still want to support them. We have a good relationship with Dell Dot. So if a student wants if that's their career goal, we want them to pursue that. So So yes, um but our goal is to be able to build our own programs that we're learning a lot
100from what the other ones are already doing. And we want to get to a place by that third year when we have 22 kids. We want to get to a place we have our own partnerships and we we can do it ourselves. >> Okay. Thank >> Last thing. I got this stuff. >> Sorry. Just cost or unplanned store costs like video like cameras in the building and are there going to need to be ramps or I don't know. I just want to make sure that we're thinking through >> the ramps are good. Um and we're looking at maybe purchasing like a wheelchair van and those kind of things. Everything is going to come out of IDA funds. Um I have a good budget plan for that. Um I'm able to pull back on some of
101the other programs that I've been um buying and um divert the majority of those funds into this program so that it would come completely out of IDA and not have a cost on the district. >> And uh implementation is something we expect school year 26.7. That's our goal. >> So, uh I think the the the pleasure of the board is to as this evolves and as we get towards that point is to uh have these types of reports on not necessarily on a a monthly basis but maybe a quarterly basis but um also to just go to Dr. Lucas to to coordinate these but we certainly want to hear some of these reports as this evolves because it's competitive. So clearly we had a few questions. So >> it was a great idea. Yeah. >>
102Yeah. Thank you very much for your in-depth report there. >> Thank you for giving me this opportunity. >> All right, we are uh still in reports 3.6 L. Welcome. >> Hey. Hey. Um so we are very excited that um as that we had announced that we did the vote before the contract. Um we the membership have voted to go ahead and go forward the contract and the MUS. So excited about that aspect. Um, we are going to be giving away four scholarships for the seniors. That was a successful those Thank you for those of you that donated to the scholarship fund. And for those who have won, congratulations. Um, we're also looking forward to next week that with the recognition, the teacher recognition and sad to see some of our people leaving and excited for
103them, but there's a lot of faces that have been going through the doors, but hopefully we can get you back. So, we just look forward to everything and I love forest day and all the celebrations that are provided. >> Thank you. Any questions for this? Very much. Appreciate it. Thank you. All right, moving into section four, unfinished business item 4.1 for applause. Second read that isn't item. >> Make a motion we approve the board policy second reading as modified during discussion. Second, >> a motion and a second on the floor regarding rule policy second reading and this we will go through briefly um as these are all second readings and the bulk of heavy lifting was done during the first first reading. So we'll go through these one each morning. If you have any questions
104or comments, please stop and we're going to approve. First one, FA, facilities development goals. FB facilities planning. FE construction plans and specifications. FEF construction costs. Um GBEC drugree workplace. IE organization of instruction. IFFF lesson plans. IHBF homebound instruction. IHBG homeschooling. I JJ textbook selection and adoption. And finally, IKB Holden ask for any questions on Indian policy before we vote. I have a call for vote. All those in favor? I oppose. Extensions. Motion carries 5. 4.2. I make a motion we approve the maintenance and repair plan as modified clearance. Okay. A motion and a second on the floor to approve resolution 4.2, the facility assessment, evaluation, maintenance, and repair plan. Um, I believe it was last month that we heard from Mr. Star at East, excuse me, at South on on this. Any questions before we
105vote on this and andor anything that you would like to add, Mr. Star? You're good to go. Any questions? >> Hearing none, I will call for a vote. All those in favor? I >> opposed Extensions. Motion carries. 5 Z. Thank you again for your openness. We understand how involved it is. All right. So, board policy, excuse me. Section six, board policies, item 6.1. This is a first reading. So, this is a discussion item. First one up uh policy BA fiscal management goals/priy objectives had a no changes recommended. Uh DBG budget adoption process again another no changes recommended. DBI budget implementation again no changes recommended. DEA funds from local tax sources. There is a change here. I do have a recommended um rewrite of that paragraph and I'll go ahead and read my suggestion. So in
106place of what's written there just to kind of clean that up some my suggestion to change it to if the board determined it is necessary to increase this tax rate beyond the level authorized by the most recent referendums or as subsequently advised according law and the board shall determine the necessary increase to the to the existing rate. If the rate exceeds revised, excuse me, if the rate exceeds revisions authorized by law, the proposal will be submitted to district voters in the form of reference. >> I just think it reads a lot cleaner. If you want to look at it just to make sure it covers everything, but I think it's just a a cleaner way to to encapsulate what we're trying to do there, which is a oneliner for that because it did need to
107be brought in there. So, I was going to turn that over to you, sir. Thank you. >> As long as the board is okay with that recommend change, >> right? Any other questions on DEA comments on policy that covers funds for local tax nurses? All right. DFF income from school sales and services. No changes recommended. DGA authorized signatures. Yeah, no change directly. DIA, accounting system. Again, no change director. DIC financial reports and statements. Again, no change here. >> DIE. Yeah. >> Audits. Hey, it goes hard for the course, but the accounting stuff. Okay. Anyway, no changes recommended there. You can all tell it's getting late. DKC expense authorization reimbursements. Again another no changes recommended. All right. Uh IKF graduation requirements and there is a slight change here as a result of some legislative changes and
108the change that was made was reducing the uh additional course work 56.5 down to six and a new line item for financial literacy at five again as the u uh legislative department that was recently passed. Questions or comments there? >> Yes, this is uh sorry. Um, does that stay there for a while about it being for ninth graders that are entering in 2020? Because it because it's not going to >> this will last three years. >> So when it comes out, there will still be kids that will not need that financial literacy requirement, right? That are graduating in the next couple years. >> Yes. The next three classes will not require that. So will it will it at least you know how do we make sure it shows that edit >> or ship changes you
109know >> all right I'll try to clarify that a little bit for the second >> and then I would assume that when we bring these policies back for the next review if it is a threeyear it is a threeyear so at that time we should go to that statement right >> as those kids navigate through good tips thank you and finally Jie pregnant students. All right. Before we move on, any other comments or questions on any of these policies? Wait a motion. All right. Second personnel. This is starting. >> Make a motion. We approve the personnel report as presented. Second. >> Have a motion, a second on the floor to approve the personnel report as presented. Excuse me. Any questions on that motion? Hearing none, I'll call off for a vote. All those in favor?
110I >> opposed. Extensions. Motion carries 5 Z. >> Section N, memorandum of understandings. I make a motion we approve resolution 9.1, 9.2, and 9.3. All MLUS with L LFA. Yes. >> Second. >> Have a motion and a second on the floor to approve resolutions 9.1 through 9.3, which are u with LFA. Um just to uh we typically like to do this with with uh these types of things is to have a brief statement of what these are. Um I think we could collectively vote on them. However, we could just touch on each one just to kind of give a broad overview of what they current. >> Yeah. I'd like to introduce uh Dr. Brandy Cooper from our human resources uh department. She's going to go ahead and do that for us. >> Okay. So, our
111first twous um really came from our negotiations conversations. The first is um an effort to give our special educators some additional time to work on all the additional work that comes with being a special educator. So it's um basically uh it would be starting next year they would get two days each school year that they can use for special education work that they would with their principal um where they would receive coverage to come out of the classroom for those two school days to get the work done. The second is uh a special education focus group. Um this one would start a little sooner. Um it's dated for for now. Um it's a twice a year um time when the group can meet. Um essentially just to work on improving special education practices throughout the
112district. Um they would meet every June and November. Um there would be a collection of special educators as well as administrators to work together collectively in this effort. Both of these will be revisited yearly. um just you know to receive feedback and update peer-to-peer. The third um goes back to Mrs. Almond's Compass programming. Um so as we uh talked about if we were to shift students around that would also mean a shift in staffing. Um so in an effort to um sort of minimize some of that we would like to just reallocate our current seating teachers and paras um sort of in the step-by-step process where first they would close positions and ask for voluntary transfers um but then if we did not have enough staff to fill those then the staff who were involuntarily
113transferred would come from the current K3C settings um as teachers in paras versus the entire list and that would only be for the current familiar based on this need with the creation program. >> Thank you. Will we vote? Any questions on any of these? >> All right. Hearing none, I'll vote. All those in favor? I opposed abstensions. Motion carries 5. >> Section 10 on the business. Make a motion we approve the school of choice as presented. Second. >> A motion, a second on the floor to approve school choice as presented. Any questions on our motion? Hearing? None. I'll call for a vote. All those in favor I opposed extensions. Motion carries 5 Z. >> Section 11 other business field trips and make motion we approve the field trip request as second >> motion and a
114second floor to approve resolution resolution 11.1 field trip. That's the trip to Iowa for OM students. Any questions on that motion? Like to wish them good luck on that trip. Uh there no questions on call vote. All those in favor? I >> I opposed extensions. Motion carries 500. >> Section 12, other business financial reports. I make a motion we approve resolution 12.1, financial reports as presented. Second have a motion and a second on the floor to approve resolution 12.1, our financial report as presented this evening. Any questions on that motion hearing? None. I'll call for a vote. All those in favor? I opposed. Extensions. Motion carries 5. approving first readings. Uh section 13 on the business board policies. I make a motion we approve the board policies first reading as modified during discussion. >> Second.
115>> Have a motion and a second on the floor to approve resolution 13.1 board policies first reading as modified during discussion. Any questions on that motion? Hearing none. I'll call for a vote. All those in favor? I opposed abstensions. Motion carries 5 Z. Thank you, Mrs. Starky. Thank you, Mrs. McClaus. Turning to section 14, board reports. Um, item 14.1, Delaware School Boards Association. Uh, DSB has not had a meeting. However, uh, working with board members were fortunate enough to attend the National School Boards Association conference San Antonio. U grateful to the district for funding us for that trip. And we're going to uh take a moment here and allow each board member that attended to have an opportunity to just give a a brief overview of some of the classes they may have attended or
116their experience there if I'll start too well. Let's start with >> um it, you know, it's my seventh year. It's my first time I've been able to go for whatever reason. Um it was great. I've always heard Mr. Ra Mr. Dempsey talk about how like they go and it's like you just don't realize what's happening in other boards and relationships with the superintendent and um it was a great realization of how blessed and how grateful we are for our district and our community and our administrators and Dr. Lucas. like there are workshops on how to get along with your superintendent like >> and there are real stories of how they're not getting a superintendent >> they're it's I'm at a loss and so um while there were a lot of great takeaways um I think
117for me a lot of it would had to deal with community involvement and you talked about that with parent involvement and I'm grateful we don't have lines of parents up here like public comment every meeting But how can we be how can we reach our parents more to make sure they know what's happening in our district and invite them to be involved. So got some ideas that share um about that. But again just uh really grateful to go and grateful for our board, our superintendent and the district. >> Thank you. We'll go all the way to my right. This is back. >> Oh, I wasn't right. I thought we were going down the line. better show. >> All right. Um, so obviously I'm new to the board, so I was excited to have the opportunity
118to go and really felt like I learned a ton about being a board member and um, what it means for our school district as well. One of the things I think that stood out most to me is I listened to one presentation about like workforce development and you know, what are students doing after they graduate? and the speaker had said, you know, if a student's at commencement and they're sitting there, they don't know what they're doing next week, then we failed them. And so, I think that set for me of like it doesn't matter if you're going to work or the military or you're, you know, you're going to just take some time off, but like at least having a plan and knowing what you want to do. Um, and then talking about like how
119workforce development like starts or like introducing careers all the way in kindergarten. I have a kindergartener. So, thinking about just awareness of what kind of things do you want to be when you grow up and what skills do you need and how do we develop that from the first day they step in kindergarten until the day they walk across the graduation stage. Um, and then like seconding, Mrs. Starky, I sat through one where it was a a California school district had put on a um program where they had brought parents to to really get comment on how the school district was doing and engagement. And the focus really was on bringing in parents that aren't your normal parents who are showing up at every event and FTO meeting and like how do you reach those
120parents and get them engaged in their students education. So I thought that was really interesting uh because that's something that is hard for me to comprehend being a parent who wants to be involved not having that same involvement. like how do we pull those parents in to really engage that in what their students are doing at school? >> Thank you, Dr. White. >> Um I went to several as as everyone else did. One of the ones that fascinated me was uh and I know in the past we've had student representation uh on the board, but many of the school boards um have a student that's actually assigned to the school school board itself. They can earn uh community service credit for that and there's curriculum that goes along with that. So that was pretty fascinating
121to see in in place. U one of the other sessions was about the board members getting along and it's really uh interesting because we do >> but there are situations where the superintendent has to meet individually with the board members to go over the agenda because they can't be together. So, how fortunate we are that um that we do get along. Another one I went to was um last year I did the Bo Biden um seminar and the grooming of students. Uh and I I really was hoping that the statistics this year would be less than they were of the number of cases in Delaware schools, but it's not. So, that was not what I was looking The good news is you're did not get flat tire this year. You could have mechan flight and
122>> that's true. I didn't have uh on on my way last year. I uh the an accident happened in front of me and when they waved us through it had gashed my uh tire which I didn't know. Got up to speed and then it blew. So I ended up missing my flight and everything. This year was >> easy peasy. >> Okay. So, uh typically I like to follow they have different tracks. I like to follow the board governance track and that's for me. I just like to get my own personal growth and development there. Um and in those areas there are sessions on roles and responsibilities, running an effective meeting, um engaging with families through advocacy, uh board self-evaluation, um avoiding common board pitfalls and mistakes. Then another one I took was on leading without
123drama. And that one was interesting because it was actually led by a superintendent and then the vice president and the president of the same district. So it was the three of them um uh doing a code session. And just to hear their real life uh scenarios on how they got to where they were, which was a cohesive, well functioning board versus where they came from and some of the animosity and the uh toxicity that they had with other board members and and and in all open. It's just sat in here because we're all here for not to pay. That's for sure. We're here for students. You know, every single decision we make, every time we make one and you guys do the same thing for these kids and to hear somebody's story, it's like just
124can we grow up and like do what's best and it's unfortunately they can't find a common ground. So, they have to do different things. And uh one of the things I thought was interesting that they developed and I think it's something that we should consider developing and they essentially they developed a uh a governance handbook and this is the Grand View School District out of uh Colorado and um it's essentially a nine or 10 page document and it basically is a handbook for a board member and we've had questions we've had new board members who come on and the question is always like okay what do I do? How do I do it? And um you know we do have a policy section that does cover some things on confidentiality and just different things that
125you should shouldn't do and but it's very limited and it's very policy based whereas this is an actual handbook that basically gives you all the information that you need. There's a lot of best practices here suggestions on how to do the right thing and just briefly some of the sections they have. that starts with a short moral statement. District vision and mission and goals goes into collective board commitments. Uh board roles and responsibilities, administrative roles and responsibilities, roles of conduct, board professional development, and then protocols such as board superintendent relations, communications, confidentiality, the quorum, handling staff and community concerns, site building visits, and then accountability. And then they're very brief um you know, one or two paragraph subsections under each heading. And it talks about simple things like, you know, everyone here has a liaison
126for their school and they'd like to get to them if they can. Sometimes they can't get as much as they'd like to. So that's on the back there. I apologize, but it's it's a if you go, it's what do you do when you go? You just you observe and it talks about what you should do and what you shouldn't do, you know, and also too like if a staff member comes to you and the public the public comes to you, it's like how to deal with that. And we all were put in that position for the very first time. and it's a small community and we like think we can handle it properly or the way it should be handled and you know just that very first time it's like what do I do what
127do I say this gives you like a little paragraph on like a best practice on how to handle that and we kind of talk through it and work through it and I think we all do a good job with it um but in the scenario of scratch and anyone else that comes on the board down the road it would be good to have something like this put together so for the onboarding process we can just say here here's here's what we here's what what to expect and kind of how to handle these things and just have a general conversation with that person they want. So longwinded there, but I thought that was very good luck I did because ultimately that ended up getting there buying it from all their board members and kind of clean
128things up on their end because everyone kind of agreed to this this is how it's going to be handled and if it wasn't then kind of got um got called out there. So, um, two other things briefly. One, I had a they have a a like vendor area where you can go in and talk to all these vendors on all these things. And, you know, one time I went and saw the where my buffs app, brought that back and that was one of the cool things I bought. I I saw and now we have that which is great. One of the things that I ended up running into is a guy that um used to be a division one athlete, pitched for SEC baseball team and when he got out of college, he blew his
129arm out, went into the family business, which was selling uh turf fields for sports equipment or sports facilities and um kind of got tired of that and then realized that there was an issue with those and it's the heat retention and the temperature on the fields specifically in the summertime it's 115 120 125 degrees if not higher. So then he approached petroleum industry to try to develop with them um in conjunction with how they were doing some of their plants what they can do to to mitigate that heat and they ended up coming up with a product that is it I looked at in a jar literally looks like um very tiny BB's but they're made out of ceramic and ceramic has a pro uh um it it has prop um components it has like
130Um, I won't flip my tongue, but it has properties that allow it to dissipate heat. Uh, it does things with moisture, different things like that. And it's it's new. Um, it's only been, you know, out there for like six or seven months. They just put it on a field in Las Vegas. And it's something that's out there. So, I know we have a problem. I was on the turf field today and you could smell the rubber. And I don't, you know, there probably studies out there that will link, you know, cancerous, illnesses to the heat that heats up the rubber, pushes off emissions, things like that. I don't, you know, I don't have the reports in front of me, but I thought it was interesting and potentially something for us to look at. Um, and
131I've got his contact information. I'll share that with the appropriate people. But he even offered to come here and just, you know, because it's so new, he's marketing. He's like, he's trying to cut me a deal. I'm like, I don't have the authority to cut a deal with it right now. I'm listening to you. It's interesting. It might be something we're interested in. So, um, I'll take my information back to our district and share it with them. So, I thought that was interesting. So, final two things for me. We had our Delaware dinner, which was an opportunity for us to sit down with the other districts that were there and probably had what, six other board members there as well. That was enjoyable. Um, and then overall for me, it was the opportunity to do
132something that I think we don't get a chance to do enough, which is um, board member relationship building. So, I appreciate the time that we all had together because I think it's important for us to establish relationships aside from what we do here because it allows us to be a cohesive board who um can not necessarily agree on everything, but uh gives us the ability to disagree in the right fashion and understand that it's it's it's a one time thing, we move on to the next thing. So, um I enjoy that opportunity. And then last but not least, next year is in DC. So even if you can only attend one day because something might be happening here on the home front, you might go to come over and attend that. So >> okay, the
133worst thing is April. April was corn planting. >> Well, >> and I then I have no other cash that can help me do anything. So now I got to keep the chickens. So >> maybe I won't have >> for what it's worth. So but anyway, uh on behalf of the entire board, we appreciate the district setting us because it was very worthwhile. we do uh it's it's not just a journey to get away and you know we bring back we bring back real content and real development because it is very useful. So any so I appreciate the opportunity um we are now going to move into item 14.2 legislative committee Dr. live. >> I just have a couple of things uh to report out. We met last night. Um two things that I think are
134of interest. Um they have made it through these bills have made it all the way out of committees and been voted on. They are placed on the ready list which means it's ready for the governor's signature. Now, there's the chance that he will not sign it, but it's pretty much indicated that he will. And the one is as of July uh first of this year, if your school has an identification card on that identification card, it has to have the teen dating violence hotline number on it. And then it also has to have the stop bullying number on it. Then the other thing which um is near and dear to my heart uh just because of my job with the university now that we have the aspiring education program. Another um piece of bill is
135going to the governor for signature would give our aspiring educator program those that are going to continue their education um to be a teacher would qualify for $2,500 funding each for their first year. So I thought that was pretty good news. That's all I have questions for Dr. wide open report. Thank you. All right. Uh so I moving to item 1423. Go to the order. This is opportunity for any board member to discuss a topic that was not on our agenda. >> Uh Mrs. Rash. >> Okay. I know we're running late, so I'll keep it brief. Um I have a proposal that I would like the district to take a look at. Um, and that would be increasing the number of staff that are certified in CPR and the him in each school. So, based
136on my research right now, coaches being I was a previous coach, are all required for this, but lots of coaches don't work in the schools. Um, and we have nurses also and there could be some other staff members. But I think about like how many not only student safety for this but staff members could have cardiac incidents, choking and how quickly can we get someone to them. Um so just a suggestion of looking and like my mind I think like can we get 25% of our staff members certified. Um to me it's an investment that I hope we never have to use. Um, but just something I think about like when I'm prioritizing student safety. >> So, just a question on follow that. So, I I'm a coach as well. So, I am required to
137be certified by the district as a coach. Um, I don't I don't believe we require staff to be. Um, but do we have any kind involved that that does track the number of CPR and AED kind of maneuver certified we have in building? >> I don't think we have anything for general staff. There's nothing in needs, right? >> Yeah. I mean, so just in case we, you know, I'm also in the fire service, so I get the um the alerts for ambulance calls to all of our buildings, but it does happen with some regularity. So um and again I don't know the processes in those situations what happens in the building but for me it would be nice to make sure that we if we do have that information available we'll give somehow I is
138it in those situations too they're so of that you're not going to dig into a piece of paper or a file so I understand that but the same point too just a general understanding and awareness by our staff of who is certified if something like that did happen. So, but ultimately too, I do agree with this ration. It would be nice to have a an understanding of who it is, but then also if we can increase that number to a certain point so that just moving throughout our buildings, we have some people somewhere that will be familiar with that um if if the unfortunate situation where that did present itself. >> Yeah. And I guess from my end, I think about like, you know, if you're identifying people who even may voluntarily be willing to
139get certification, like I in my mind, I prioritize like people who are more mobile. So you have admin counselors, cafeteria workers, custodians, like interventionists, um I think I said counselors like your speech like those who are in and out of classrooms more maybe people like who have radios that you could easily get to someone um I don't know just in my mind or if you have the nurse and they're the one with a cardiac arrest like who's helping them and not that I wouldn't think any staff member wouldn't jump in and help a student in need of a choking or something but if you felt confident in what you were doing. I just think it's something to at least consider in resource research prioritizing >> any of the board members with I do not believe
140we have any for executive assessment. Is that correct? So >> we do not do not. Okay. So I do have one one quick thing. So I am going to share this with you guys. If you can take a look at it as well. >> Thank you. Um, and so this is uh there's a very trouble here. So you guys have been here before, you know that I'm gonna ask for a motion to adjourn and you're going to hear some move. Well, we learned that Robert Schu says that's not an effective way of doing a motion. So if nothing else from this conference, you will probably well you will hopefully never hear so moved again. So I will now entertain a motion for adjournment. >> I make a motion to adjurnn. >> I have a motion.
141Anybody propos second to adjourning any questions on the motion? Hearing none, I will call for a vote. All in favor? >> I opposed extensions. Motion carries 500. Thank you all for your patience and coming this night. Uh have a great rest of your evening and safe travel. Thank you.