meeting is now called to order. Roll call. Mr. Shapiro. >> Mrs. Nelson Williams is absent. All other members are present. >> Thank you. Please stand for the pledge of allegiance. To the flag of the United States of America and to the republic it stands
one nation indivisible liberty. >> Next we have our caramel clay school's mission statement and that is that caramel clay schools will provide opportunities for all students to realize their potential in an
everchanging world. And so next we have our recognitions. We have some really cool recognitions today. We have the new art on the wall. So, our first recognition this evening is the Young Artist Awards, Miss Rice. I am so excited to welcome all the
family and friends here tonight. our young artists recognize their talent. Oh, here we go. Um, this award is a longheld tradition in the district and it is truly a very special honor for our students of all the young artists in
the district. Just one student and one piece of artwork is selected from each school to hang on the wall here in our public meeting room for the next six months. So, this is truly a very special honor.
But I want to begin first by expressing sincere gratitude to our amazing art teachers, most of whom are in the back of the room. Um, thank you so much for fostering creativity and artistic expression in our students, for your
commitment to cultivating a visually inspiring environment in our schools, but also your passion as artisans yourselves and the gifts that you you give to our community as artists. and we are truly appreciative of all that you do for our students. So, let's give them
a round of applause. Just come up and wait. Terrific. So, you'll come forward and receive your honor from Dr. Orike and then you can just wait up here in the front. And don't worry parents, we'll give the paparazzi a chance to take some photos um once all the students are up
here. So, first of all, a 12th grader from Carmel High School, Esther Young. [Applause] Seventh grader from Carmel Middle School, Sophia Larson. Eighth grader from Clay Middle School,
Halley Shoalter. Eighth grader from Creekide Middle School, Ji Su Leu. [Applause] Fifth grader from Carmel Elementary, Evelyn White.
Fourth grader from Cherry Tree Elementary, Valeria Gomez. [Applause] Fourth grader from Clay Center Elementary, Arya Pro. Third grader from Collegewood
Elementary, Alexis Wang. Third grader from Forest Dale Elementary, Cashton Ball. He's coming. Fourth grader from Mohawk Trails Elementary. Joyful Young.
[Applause] Third grader from Prairie Trace Elementary, Stella Chang. [Applause] First grade from Smoky Row Elementary, Arabella Guon.
[Applause] Fifth grader from Town Meadow Elementary. Siwu Kim, fifth grader from Woodbrook Elementary, Haley Johnston, and a fifth grader from West Clay
Elementary, Emma Shuer. One more round of applause for our young artist recipients. Thank you. >> Before we uh get everybody together here for our picture, I also wanted to thank our principles who are here today with
us. We have many of them from all of our schools. We appreciate your support of the arts, your support of our art programs and supporting our students that are here with us today. And students, I need to add this is some of the most
beautiful, best artwork creative that I've seen in my six years here. When you look at the art collectively, it's fantastic. So, congratulations and thank you again. Smile everyone.
Let's give him another round of applause. Also for our young artist um before we get to our next recognition um you are welcome to come here at any time and get your picture in front of your art and there will be some time President Koke
in between will your where you will also be able to get a picture in front of the art before you go here tonight. And at this time I'm going to turn it back over to President Kay. Thank you. Yeah, we'll pause after these next recognitions and let everybody have a chance to get pictures and then if you want to stay
for the rest of the meeting, you're welcome to or you're also welcome to leave. Um, what wonderful opportunities we were able to see tonight with this art and moving on to the next opportunity our students have gotten and that is the Carmel High School boys tennis state champions, Mr. Inskeep.
>> Thank you, Mrs. Kok and Dr. Orike and members of the board. Um, that's a hard act to follow after some of this stuff that's up here. Amazing work from these young artists. So, uh, I always want to think that it is a a privilege to be here to recognize our student athletes and our teams. And, uh, it's not
necessarily a right that we get to come here often and do this, but, it really is a an honor and a really cool thing for our community and our school district that so many of our student athletes continue to um, perform at such a high level. So, after tonight, we'll be back with a couple more teams next
month as well. So, uh, we'll keep our rolling agenda item here with you uh, for the next few months. So this time, if I could have members of our boys tennis team and the coaching staff come forward up here, and I'm going to say a few brief words about them, and then uh we'll introduce each of them and and do
some photos as well. So um the boys tennis team completed an undefeated season last month by winning the state championship over number two Homestead 3 to2. The team definitely did not take the easy way out during the tournament. The Greyhounds faced number two Homestead, number three Burbuff, number
eight Zansville, number nine Garan Catholic, and number 20 Cooko. Along the way, following the state championship match, the IHSA awards the prestigious mental attitude award, and senior Drew Kim was the recipient of this award for
his academic work, athletic ability, mental attitude, and leadership. Congratulations to Drew and his family for receiving this award. This was a very special season in a lot of different ways and personally for me it was a thrill to watch our student athletes compete under tremendous
pressure and supporting each other through these tight matches throughout the tournament. It was really really awesome to watch them perform at a high level. The head coach is Dan Brunette and he is joined tonight by members of his coaching staff Mitchell Mercer and John Foss. And so with us this evening
are members of the state finals lineup that brought home the 16th state championship for the tennis program. Wes Warble, [Applause] Andrew Kim,
Bishall Shanker, David Louu, Jude Sanger, Rajie Singh and Andrew Hall. Dr. O Strike is the team groupy. He never misses a match. Uh so he knew all of them and and very close and we're
very very appreciative of of his support throughout the the run as well. It means a lot to the the kids and their families. And also just a special word of thanks to their parents here this evening. Um they they give a lot of different support in so many different ways, but the most important thing is is
being positive and supportive. So uh we're very appreciative of all they do to put them in a position to represent our school and community in the way that they do. [Applause] Couple
[Applause] Well, now take a brief break if you were wanting pictures and we also and or you know to gather outside whatever you're wanting to do or or you're welcome to stay as I said for the rest of our meeting. Thank you.
I don't know. I don't think my student was here. What is that? >> You like I'm not draw a nice surprise. Congratulations. Typically next on our agenda uh we have public comment. However, no one has signed up for public comment this
evening. So after that we have consent. And our consent agenda this evening is includes the personnel report, claims and payroll. And so you will see in our consent agenda, we join together quite a few items, those items I referred to,
the personnel report, claims, and payroll, and we consider them and then vote for them in a single action just um to save some time. Do I have a motion to approve items, all the items on the consent agenda?
>> I move that we approve all items on the consent agenda. >> Thank you. Oh, may I have a second? >> Second. >> Thank you. Any discussion on consent agenda items? Right. Seeing none, we'll take a vote. All those in favor signify by saying I. >> I. >> I.
>> I. Motion carries. Uh, at this time, I am going to request a motion to suspend this regular board meeting and we're going to open two public hearings to allow for public input on the following. So the first hearing is a lease between the Caramel
Clay School Building Corporation and Carmel Clay Schools and issuance of first mortgage bonds. The second hearing is an additional appropriation to expend the bond funds. So at this time I need a motion to suspend our regular board meeting and
open the public hearings. >> Madam President, I move to suspend our board meeting for the purposes of opening a public hearing. >> Thank you. May I have a second? >> Second. >> Thank you. All in favor? >> I >> I
>> I motion carries. >> Per our board policy 0167.3 when a public hearing is required by federal or state statute. The same rules followed during our public comment period apply during this public comment
this public hearing. So speakers, you will have a time to talk and you must be you must come up and talk on the the items in the public the two public hearings that I was talking about previously. Before speaking, participants must be recognized by the
presiding officer and must preface their comments by an announcement of their name and group affiliation. Participants will have three minutes to speak just as they do during typical public comment time. Comments may not reference specific corporation employees, patrons, or students.
Comments shall be directed to the board, and no person may address or question individual board members. The school board will not act on or respond to questions or comments made during the public hearing, but will take them under advisement. So, we're going to begin our first
public hearing, and Mr. Mcichael, would you like to make any comments? Uh, and this specifically is on the lease between the Carmel Clay School Building Corporation and Carmel Clay Schools and issuance of first mortgage bonds. These were both presented to the board
October the 14th and there's been no changes. Um, and this is the essentially the board's last part of the process before we actually sell, you know, put the bonds out to the market. >> Thank you. At this time, I will offer
members of the public an opportunity to make comments regarding the lease between the Carmel Clay School Building Corporation and Carmel Clay Schools and issuance of first mortgage mortgage bonds. Uh, at this time I'm going to make um Whoops. Sorry about that. I'm going to
ask Mr. Michael Mcichel if he has any comments regarding um specifically the additional appropriation to expend the bond funds. >> I'm sorry this is uh just giving authority to actually spend the funds after we receive them.
>> Okay. Thank you. So again, we are going moving on to our second hearing, uh the second part of the hearing. And at this time, I'm going to offer members of the public an opportunity to make comments. And then this is regarding the second part of our hearing, which is the additional appropriation to expend the
bond funds. Since there are no comments, may I have a motion to close these public hearings? I move to close the public hearings. >> Thank you. Do I have a second? >> Second. >> Thank you. All in favor? >> I
>> I motion carries and we will now go back and resume our regular board meeting. Uh our next part we have our action item part of our agenda and the first action
item is 6.1 which is adoption or adopt a resolution confirming lease and other actions. Mr. Mcichael >> I'm sorry this is the last uh step in the process. >> Thank you. May I have a motion to
approve action item 6.1? And this one is to adopt a resolution confirming lease and other actions. >> I move to adopt the resolution confirming lease and other actions. >> Thank you. May I have a second? >> Second.
>> Thank you. Any discussion on action item 6.1? All right. Seeing none, we will take a vote. All in favor of approving item 6.1 signify by saying I. >> I. >> I. Motion carries.
Our second action item is item 6.2. Adopt a resolution on additional appropriation. Mr. Mcichael. >> Um, it's the same as the first one, so we'd recommend your approval. >> Thank you. May I have a motion to approve action item 6.2?
>> Madam President, I move to adopt uh item 6.2. the adoption of resolution of additional appropriation. >> Thank you. May I have a second? >> Thank you. Any discussion on action item 6.2? >> Just a comment that this is a a very
routine process that I've seen us do the last couple years and it's just a kind of tightening ends up at the end of the fiscal year. So, it's a it's a very normal process. So, >> yes, that's correct. Thank you. We'll now take a vote. All in
favor of approving item 6.2, adopt a resolution on additional appropriation, signify by saying I. >> I. >> I. Motion carries. The next action item is item 6.3, permission to advertise for a public
hearing on additional appropriation. Mr. Mcichael. >> Thank you. This is also a fairly routine process. Um we built the budget almost 18 months ago and so things have changed then. Since then a number of things, one of which uh for example is curricular
materials are now purchased out of the education fund. So we need additional appropriation to cover that. There's money that came with it of course. So we're we're appropriating funds we already have. So it's not affecting tax rates or anything like that. It's just giving us the authority to close out the
year. >> Thank you. May I have a motion to approve action item 6.3? >> Thank you. May I have a second? >> Second. >> Thank you. Any discussion on action item 6.3?
>> Just other than my previous comment was intended for this one. >> I don't know if who all might have figured that out. You probably >> I thought I might have. So, just to reiterate, you were uh Mr. Brown was saying that this is a typical closeout that we we do kind of at the
end of the year. So, yes. Um his comment was was meant for this one. Um seeing no further discussion, we'll take a vote. All those in favor of approving item 6.3 signify by saying I. >> I. >> I. >> I. Motion carries. We are going to move
on to our workshop topic which we are all really excited about. Uh technology and AI. Dr. Orike. Thank you very much. Uh we are going to be moving towards the uh front tables and chairs from the board. I also want to share that uh Mrs. Christy Cloud, our director of
technology uh was set to be here tonight, but she was visiting family on the west coast and due to some airline troubles that most of the country is having right now uh potentially uh she her flights have got been cancelled and my fingers are crossed that she's
currently on a flight tonight. But uh knowing Mrs. cloud like I do. She's an overachiever and so you will see her uh on recording this evening uh introduce her topic tonight. So at this time I'd recommend we all head to our tables and split up here. I believe it's five and
four. So thank you very much. Good evening, Dr. Orig and President Coil and members of the board. Thank you so much for inviting us here this evening. So our agenda for this evening will be uh we're going to start with a little understanding to make sure we're all on the same page with the same
vocabulary as to what exactly >> technology right even the tech team struggles sometimes. Let's try that again. Reset. >> If you would that would be amazing. That's what always helps.
>> Good evening Dr. Ostrike and President Killil and members of the board. Thank you so much for inviting us here this evening to update you on our work with AI in Carmel Schools. I'm disappointed that I'm not there with you in person this evening. I had full intention of being there, but I was a little held up
as I had a family trip this weekend to New Mexico and was not able to return on my flight due to all of the changes with the um TSA. So, I apologize that I am coming to you remotely from New Mexico. Um so, let's get started. Let me introduce to you the team that we have
with us this evening. So we have Dr. Rhonda Peterson who is one of our directors of curriculum instruction and assessment. My name is Christy Cloud and I'm the director of instructional technology and data solutions. We have Miss Kate Mastersonson who is our assistant director of digital safety and privacy. Mrs. Abby Pegasinsky and Mr.
Nick Null who are both instructional technology coaches for the district and Mrs. Amanda Hogland who is an assistant director of curriculum instruction and assessment. So, our agenda for this evening will be uh we're going to start with a little understanding to make sure we're all on
the same page with the same vocabulary as to what exactly is AI that we have been talking about so much in the news and in the media and even in our school district. We're going to share with you how Carmellay Schools is currently using AI and then we're going to finalize the presentation today by updating you on
some next steps for AI use at CCS. This presentation tonight directly aligns with our strategic plan and the strategic goal that is set forth to integrate and monitor emerging technologies like AI that can enhance student readiness for the workforce for the next steps in their lives and even
for dayto-day interactions that they might have. Let me hand it off to Kate who's going to talk about some technology trends over time. All right. Well, thank you Christie in your virtual space wherever you are for that introduction. We are going to take
a little journey back in time today. Uh and we're doing that to sort of set the stage and frame our conversation around AI. And the the primary reason for that is that education is not new to technological changes. This has been happening for a very long time. There
are lots of things about these new changes that are legitimately new. And then there's also a lot of things that are just change. So, what I'm going to ask you to do at your table, you have some little paperclip together cards, we'll call them. Um, you're welcome to
work in pairs. You can work individually. You can work as a whole table. Um, so each one is identical and they are quotations of 100% authentic providence. I assure you, uh, relating to technology in education. And your job
is to put those in chronological order from oldest to newest. So, I'll give you a few minutes to work on that. You may notice there are some little animal emojis on there. That will come into play in just a minute when we review. So, I will give you a few minutes to
work on that. I didn't think about the part about entertaining the crowd while this was happening. Some of them are funnier than others. It's been a minute since we've had slates. For those of you listening
online, that was the comment. Give you a few more seconds. This is not going in the grade book. Okay, make your last selections because now we're going to reveal the answers. I know everyone is so excited.
All right, starting with the oldest quotation, that would be our puppy dog, followed by our kitty cat. So, the puppy dog uh is from Dear Old Socrates. Really freaking out about students writing things down because
that was going to destroy their memories. Um, and I do like this that we only know about that because Plato wrote it down, which is hilarious. Uh, and then followed by Arasmus. Um, and I I just if he could
see things now, he was really worried about the glut of scholarship that was happening because of the printing press. Oh, to live in such simple times. All right, our second two. We have a mouse
and we have a bunny rabbit. Uh so I love these the the juxtaposition of these two next to each other because the first one we have well they can't possibly use slates and then the second one they can't possibly not use slates. So we see how
the new de new technology merges into the technology that we cannot live without. All right our second two we have panda bear and tiger. Panda bear and tiger. And we have pen and ink will never
replace the pencil. And then businesses will never get behind ballpoint pens. Shocking. All right. So, our final two, the bear and the lion. And the bear one honestly is not really
a true quotation. It's just more of a reference of the newspaper clippings you'd see of teachers picketing with their no more calculators. Like students will never have calculators. Students will never have calculators that they carry around in their pockets with them at all times. Uh and then the last one, this
technology will never replace great teachers, but in the hands of great teachers, it's transformational is a really important quotation to us. So this is back from 2014, which is actually kind of a long time ago in terms of technology. The iPhone was only seven years old at this point. And it's something that we really
believe and it really helps support one of our core philosophies around AI. We're going to talk a lot more about this. Um, we're not going to dig into this graphic right now. There's a lot going on here. It's great. It was developed by the US Department of Education. We love how centered uh students and teachers are in the middle.
But the piece that we want to call your attention to is this blue circle and the concept of humans in the loop. So, I hope as you listen tonight and as we participate in activities that runs through the back of your mind because we really want to keep humans in the loop
with whatever we do with AI. And so that means humans being involved in the inputs that we put into AI, humans being involved in the outputs that we take out of AI and keeping humans in that whole process. So, as we go through tonight, again, just listen for that idea. And
now I'm going to pass it over to Abby. Hello. Okay, great. Hi, I'm Abby. Um, I want to talk to you about AI and how it seems new and buzzworthy, but it's actually been interwoven in our lives for a very long time. We may realize it, we may not. So, in a moment, I'm going
to have the whole room stand. This could participate. Um, anyone can participate, not just our board members. Um, but I'm going to have everyone stand up. And when I say a statement that you have done before, I want you to sit and remain seated for the rest of the statements. Make sense? All right,
everyone, please stand. Okay. So again, you're going to sit if this applies to you, if you have done this before. So please sit if you've searched your phone's photo library for a keyword like dog or beach. Okay? Please sit if you have used um
your email to sort automatically into folders like spam, promotions, or social. Okay. Well, I'll go through a few more. If you've used predictive text like Grammarly or a predictive text in an email, if you've used a fitness tracker
on a smartwatch, if you've selected a recommended show or movie on Netflix, if you've unlocked a device using Face ID, if you followed reroute recommendations due to traffic, or if you've said hey Google, hey Siri, or Alexa. So all of those things, even though they may not
seem like what we're talking about today with AI, they are are all AI powered tools. So that's very much a part of our lives if we realize it or not. So that just realizes our simple truth. It's not future technology. It is present
reality. But what exactly is artificial intelligence? I'm going to pass it to Nick to share some key definitions. All right. So this graphic right here is basically breaks down the four Mount Rushmore buzzwords of generative AI and
AI in general. So if you look at it from top to bottom starting with artificial intelligence, artificial intelligence encompasses all of those other terms including machine learning, deep learning, and generative AI. So this diagram is an evolution of AI and how
it's come to be to the present day. And as we mentioned earlier, AI is a 70-year-old. It's been around for a long time. Um, one of the first AI programs that was built was a program built for checkers. So that was the big deal back
then. Um, so that's AI. Machine learning is the next layer. So it's a little bit more sophisticated. Starts to mimic a little bit more humanlike with the keyword being mimic there. Um, it identifies patterns. It can recognize those. It can take on massive data and
it can go through that. Um, so there's some examples of AI. Abby mentioned, you know, recommendations on playlist. Customers who bought this on Amazon also bought this. Um, so it's kind of embedded in what what we uh have seen.
Next is deep learning where it takes on more complex tasks. So, one of my favorite examples is that thing in Google Photos where it categorizes like every face that you've ever taken and it puts people and pets uh al together so you can kind of sort it out um that way which is uh a little bit more
sophistication. It can speak with other intelligences as well. So, it's taking on more and more complex tasks with that example. And uh has anyone ever ridden in a Whimo before? A self-driving car? Yeah. So, my wife did as well. Dr.
Dudley, you want to share your experience? >> Yeah. When my wife was in the car, it it all the parking spots were taken at their destination. So, it just kind of kept circling and then they had to park on like a side street and they uh it got to their destination. But, it was a
interesting experience. She sent me the video. So, it was fun to watch. uh generative AI. This is the thing that we've, you know, been hearing a lot since chat GPT launched. And this can generate images, it can generate videos, it can generate slides. Um there's lots of different programs and platforms out
there and companies that use generative AI. So this is kind of the this is the thing that everyone's been talking about what all the buzz is. So uh that kind of explains all the different continuums of the AI. Now I'm going to pass it back to Abby. >> Okay. So generative AI is the heart of
our presentation today and it's kind of the the buzzworthy thing that we're hearing about when we hear AI and I want to have us do a hands-on technology or technology, excuse me, hands-on activity so you can experience that generative AI technology. So this activity is called
say what you see and what it is is we're going to see a picture and then we're going to write the prompt that generated that picture. So, we're kind of working backwards in and if you've used AI before. So, in this example here, you see that um artist rendering of a dog in
a field. And you can see that we have those things included. A painting of a dog in a field. So, we've included the medium of a painting, the subject of the dog, and the context of the field. So, we do want to be specific when we are making our prompts. So, we're going to do one together and then once we do one
together, so you can kind of get a feel for how it works, I'm going to have you do the activity for a few minutes on your own with the computers that are at your table. So, before we do that, let's go ahead and get to the activity. All right. So, there's that example again.
This one's hard, so I'm going to skip this one. I'm going to start with a better one. Okay, there we go. All right. So, in this example, I would like you to shout out some things that you think should be included in the prompt to get this picture on your left. Statue.
Statue of a horse. A bronze horse marching. Oh, you like prancing better. Okay. Francancy, anything else to include there? Yes. Okay. Um, on a pedestal. I like
that. Pedestal. We're going to test my spelling here. Okay. Facing left. Tail is trim with a trim tail. Okay, I think that's a pretty good start. Let's see what it does. So, what it's going to do now is it's going to
create an image based on our prompt and then give us a percentage match to see how we did. So, let's give it a second to generate. Says it will take up to 30. It doesn't normally take 30, but we'll see. Okay, that's pretty good. That is pretty good.
Now, I don't know where my percentage went. Usually, it's there at the top, but um on your screen, you should see it there at the top to see how well you did. So, I'm going to let you open up your computers. It should take you Thank you. 66 isn't bad. Maybe there's room
for improvement there. But you should see the say what you see page with a green button that says start level one. So you can go ahead and do that. We'll have you just do a few of them. If you get to the one that we did together, there is a skip button in the bottom right corner if you want to do a
different one. Or you could try to beat our score. It's okay if you skip some should right away. So, let's see. It always starts with that pink and green one. It's just difficult. [Laughter]
That's okay. Go ahead. But you might get harder. >> No, no, no. I want you to challenge yourself. That is part of the challenge. Give you like one more minute. Maybe finish the one that you're on and then
we'll wrap this activity up. Okay, I'm going to have you finish your thoughts. See what you did got on that last one. What did we get? Dr. O strike 86. Did anyone beat 86%.
Wow. Very good. Very good. So, what are some thoughts about this activity? What's something that you maybe thought was easy about it or something that maybe you found challenging about it? We do have mics at the table if you don't mind um putting those comments into a microphone
>> for those of us who might be color blind. Not a great activity. >> That is >> definitely presents a little bit of a challenge. >> Yes, definitely. That's an added >> AI does not like colorblind people. >> Okay. Yes, >> that would be challenging. Yes. Yeah. I think you have to be able to put your
thoughts kind of into so putting your thoughts of what you're thinking down almost on the paper but into the generator to really um be able to come up with a picture that is what you're what you're >> and usually it requires more detail than
maybe what you originally think. You put something in and you're like well that's not what I meant and you have to like add all of those little pieces. Yeah. I was going to say much the same thing is that you know the more detail but what you provide in is what you get. It's the old garbage in garbage out kind
of a thing. So the more more detail you put in and I'm not sure about the order. That's maybe more of a question because I know when you searching early on when Google had first come out the order of your searching it still is is important
to really find and get what you're looking for. Is that something that's important with this too? >> I don't believe so. No. Yeah, I think it you can put it kind of what in whatever order and some of the prompts can end up being kind of run on lengthy sentences, not necessarily grammatically correct
either, and you can still get a decent response based on that prompt. Yeah, good question. I'll have you go ahead and close um the computer. Oh, yeah. Do you have one more comment? >> I haven't used a lot before, so I'm wondering if people who have used it have done do better. the more you use
it, the more you know kind of what's possible. >> I would imagine the answer is yes. But my um my study, my field of study on that is a very small group myself. Um but yes, as people practice, they definitely get better at the art of prompt writing. And prompt writing
itself, which what you guys were doing, is itself its own skill. It's something you have to practice and build and and really um work at. So, thank you for participating in that activity. I'm gonna roll it over now I think to Christie. Right back to Christie.
Virtual Christie. Okay, great >> team. Thank you so much for introducing us to all that key vocabulary related to artificial intelligence and helping us get to experience a little use of AI and how you might prompt the system to help
you get better and better at a task. As we move forward into this presentation this evening, we wanted to take a moment to talk about a key initiative that was outlined in the strategic plan. And that key initiative is making sure that we're supporting our teachers in AI adoption by offering toolkits, model lessons, and
ongoing PD. So, our timeline of when we started introducing AI to our teachers ties back to the spring of 2023. And you may recall that in the in the fall of 2022, Chat GPT hit the world by storm. And
during this time, we started to hear a lot of people interested in, hey, how do I use these tools to help free up some time in my day? And so, we began to introduce tools like chat GPT to our staff. But we've very cautious to take into account one of our other strategic
initiatives, which is our trusted learning environment in data privacy. And so all of our education on using AI started in 23 with a firm foundation of data privacy and ensuring that our staff is not putting into systems personalizably identifiable information
on students or other staff and so that we are not training the large language models with information about our um environment. As we moved into the summer of 2023, we began offering introductory trainings for different groups on how they could really focus on those administrative
tasks. We had a how can AI help take things off the teacher's plate? And as you've seen a lot in the media, teachers are overwhelmed with all of the tasks that consume them on a daily basis. And AI can help take some of those administrative tasks off their plates. Perhaps helping them draft an email,
perhaps helping them create a list of tasks or activities that they might do. perhaps helping them provide some feedback or um creative thoughts they might use to introduce a lesson. We started introducing AI to our world language teachers and how they might use it in the classroom. We had sessions for
administrative assistants on how they could use AI to help them free up time in their day and with principles and assistant principles. All of these groups finding ways to use AI to help with the administrative day-to-day task. Amanda, would you like to take it over from the fall of 23 where we start to
use AI in to help us with our curriculum needs? >> Thank you. Continuing where Christie left off and continuing with our timeline, in the fall of 2023, we began exploring ways that AI could be used as
a thought partner. During professional development sessions such as ones focused on teacher clarity in F10, we modeled for teachers how AI could break down core knowledge and skills within a standard. For example, um we discovered
and shared with teachers ways that AI can be used alongside our adopted curriculum to help us write learning intentions and success criteria in student friendly language. you can ask AI to help you do that and um the output
turns out great. Um also and additionally we shared that AI um can generate suggestions for engaging class openers and also it can provide strategies for moving students between different learning tasks.
In the fall of 2024 we launched Google Gemini and making it available for teachers. And with Gemini, the data that we enter isn't used to train the model. So what that means is that the information that we give it is kept
private and then it's not used um the system doesn't use it to create the outputs. So it it keeps our our data and information safe and private. So knowing this, we can safely use Gemini to generate text and images and content
under the same data protections um that we have with our current Google Workspace for Education. In the fall of this year, we launched an optional online course for teachers in Canvas called Revup AI. Um also we
launched a book study for teachers who wanted to join the book study and also with our technology coordinators. Uh the the AI playbook is the title of our of our book for our book study. And then also tech coordinators um they are taking information back that they're
learning during our collaborations and they're taking that back to their buildings uh to help train their staff there. So as you can see we have been on quite a journey uh just exploring different tools, building awareness with our
teachers and our staff, understanding some limitations and also uh just learning how to safely and responsibly uh utilize different AI tools. And speaking of AI tools, Abby is up next to
give an overview of the available tools that we have open right now for teachers in the district. All right. So, there are hundreds of AI tools available now and there's even some that are popping up every single day. Um, so
we are focused on four big tools um right now for our staff. One that Amanda mentioned already is Google Gemini, which is a large language model chatbot. You can ask it questions, it can generate text and images, and as Amanda mentioned, um, it has those extra protections. Another feature of Google
Gemini is you can create custom gems that are specific to a certain data set. So you don't have to have it just pull from anything. You can have it pull from just a few things that you select. Similarly, Google has another product called Google Notebook LM, which is
another um chatbot where I can choose the um evidence that I want to put into that bot. I can select documents and websites and it will only pull from that information. Um, it can create a variety of things like flashcards, um, an audio
overview. That sounds very similar to a podcast if you ever heard that before. It's a little creepy, but in a good way. Uh, video overview, all kinds of great stuff there. We also have Canva AI um, that can really help make, you know, things very beautiful in terms of presentations, graphics, and posters.
And then Adobe Adobe Express specifically has an image generator um where you can generate those needs. So these are all of our tools that we have currently available um for our staff. But access isn't the only thing we want to equip our staff with. We also want to provide them with some training. So as
Amanda mentioned, we have this RevUp AI course, an optional course for our staff, um where they can complete this and get one professional growth point and get full access to Google Notebook LM. Um we have a strong start already. We have 252 staff enrolled and 105 who
have completed the course. Um just to get us kind of started in our uh journey of learning all the things about AI. And to kind of go on that success here, we have three staff testimonials that I want to share about how they use AI. Um first one here is Steven Pelich from
Creekide. My name is Steven Pelage and I'm the principal at Creekide Middle School. With a staff of over 150 members, we get a lot of feedback. One way that I use AI is by using it to summarize feedback we get on surveys. AI
is able to find trends, provide key points, and highlight areas that may need addressed from those results. >> Next, we have a testimonial from Leslie Karpiac at Carmel Middle School. I'm Leslie Karpiak and I teach digital citizenship and AVID at Carmel Middle
School and I would say that I use AI for administrative tasks pretty much every day. Um, I am the AVID coordinator for our building and it's recruitment season. So, we are starting to gear up where I'm doing a lot of communication with adults, with parents, um, and with
students about what is AVID, why would they want to join our program, what are the steps in the process for, um, applying and interviewing and becoming part of our AVID family. So, um, I'm using AI regularly to craft concise, clear communication about the program.
And um I am not known as someone of few words. I'm usually known as someone of too many words. And AI really helps me to make my communication uh professional. I can run through my rough draft. I can get it u nice and concise. Um I can check for things that maybe are
not clear. Um it just really helps me to polish what it is that I'm sending out to um students and to adults. >> All right. And one more from Tony Dunham at Carmel High School. Uh, one way that I use or have been
using AI in my classroom this year, uh, is by creating a gem on Google Gemini that is an expert in Marzano. Um, and so with the focus on FTEM this year, I have like a teaching assistant, an AI teaching assistant that's an expert in expert in Marzano. So I can feed it my
ideas for lessons or things that we're working on and it'll help me think through the different um levels or hierarchies of Marzano um of is this activity that we're doing retrieval, is this analysis, um is this, you know, knowledge utilization um which helps me
with my learning intentions um and to just be really clear on the success criteria that I'm creating for my class. Okay, as we um close out our time this evening with you, we would like to circle back around to our strategic plan and another key initiative um that
defines fostering inquiry while integrating AI literacy into the K12 curriculum. while we emphasize ethical use, real world application and most importantly academic integrity.
So next steps, what does our future look like as we um continue on developing our AI use in our school district? Um we are preparing for student use and what that might look like in the classroom in the future. Um but while using a very
intentional approach and very safe approach um we are developing a parent toolkit that will be housed on our Caramel Clay Schools website that'll be coming second semester early second semester. Um we do have a couple of new
courses, computing foundations for digital age and computer science courses that are um introducing AI and um in a in an an ethical manner to students and and how um we can use AI responsibly. Um
we are launching what we call AI usage scales for teachers and students and basically um what that helps us do it pro provides a framework used in education to define how and to what extent students can use AI in
assignments with levels ranging from from no AI use to full AI integration. So I'll show you an example of that in just a moment. Um, we will also have recommendations for handbooks and administrative guidelines moving
forward. And we will continue with our professional development efforts. All right. So, this is just a little preview of what our um parent toolkit will look like, our community toolkit. And as you can see, we will um define um
precautions and limitations of AI, what tools are available for CCS students um and um all AI tools that are available to staff members and students. All right. And this is that sample AI
usage scale that I was telling you about. And so, um this just defines um clearly defines for students, um allowable AI usage. Um, and we'll just continue to drive home that responsible use, keeping the human in the loop,
citing our sources just like we always have. Um, even um, asking students to upload chat um, or AI generated information that they may have used in an assignment. Um, so the responsible use piece is very important.
And then so as we close out this evening, we just want to um define our commitment as we move forward. Um we will move forward with care, curiosity, collaboration guided by our shared values and voices
of those closest to the classroom. Together, we will shape an approach to AI that strengthens what we already do best, and that is foster human connection, creativity, and lifelong learning because together we achieve.
And at this time, I'll invite in invite the team back up to take any questions, any further questions you may have. We'll just pass the mic around and try to answer as best as we can. Any questions? Yeah.
>> Thank you very much for uh your presentations tonight and I see you put a lot of work into it and you've done a lot over the last couple years or so and uh it's been a big interest of mine since I've been on the board. I've been asking for this as a workshop knowing
that would be coming for a couple years. So, I'm glad to see it. Maybe it was too early back two years ago, too. Things have changed so much. But, u my background professionally was in the IT field. So, I've I've had and given my
tenure in life, I've been given I have an opportunity to see a lot of these evolution points from internet coming out, my boss bringing me in the office, what's this? What's it going to do to us? to all all the way where we're at this point. It's an incredible
uh transitional tool that's coming out here. I think it it's it will certainly rival, if not exceed, I think what we've seen and it's it's amazing. I I really appreciate that you're looking at how to implement it in in a
careful way. But some of the questions I have are more on the careful side of things. you thinking more recently with social media as a fairly recent new innovation um has had some very consequential and
dangerous results. So you and I think as a society we're we're we're struggling with uh question we're struggling with the issues and and harms that we've seen with children. So from from that perspective um uh you I
think I I saw in there one of the earlier slides you talked about personal identification information um as an early warning that was good and and I've I've heard I think it was Sam Alman himself said that you know whatever you enter into this thing no matter what controls you think you might have it's
it's a privacy black hole. So, what are we doing in in that area to make sure that I know you said we're not building data using our data, but you're putting something in this thing? You know, when Google gets hold of it, it's they've got
it. I mean, you have to assume they've got it. So, maybe could talk to that a little bit. >> Yeah, absolutely. I'm gonna I'm gonna pass it over to our data privacy expert, Kate. >> Yeah, so that is a really good question. um and certainly a concern when using a consumer-based
um generative AI product. So, we are under what's called Google Workspace for Education, which is a very different set of parameters. It's completely separate terms and a completely separate private privacy policy that governs how Google may and may not use our data. And we
have control uh over what goes in and what comes out of our workspace environment. And so we are, you know, trusting that the document that we have signed with Google, that contractual language that we have that says no CCS data is used
to train the model, it says that right at the bottom of Gemini anytime you go in as a reminder that that is what is happening. So they've given us those protections along with this Google Workspace for Education environment. Um, and you know, we're not the only school
district using Google. And so, as a part of those data privacy uh protections that we enjoy as that Google Workspace for Education domain, we also get those with Gemini, which is why we've limited the tool set that is approved uh for CCS
staff use. Are there any tools or u anything we can do to to like not allow names or pictures or photographs or personal information in? Is there something that blocks it or is it totally we rely on this contract we
signed with Google that says they won't do anything? >> So this is the great challenge of it in general. It's humans doing the input. So I can't control what the humans put in the email system and I can't control what the humans put in um any other
system for that matter. So that's why training is so important that we you know train our staff how to use this appropriately but there's no technological measure that I can say okay so you can't type that word in the prompt box.
um talking about a plagiarism and academic dishonesty. Um you know I've I've heard that you know there's tools now that AI detectors and you know so the child writes a beautiful theme paper and it looks like uh some advanced
scholar did it. It might be kind of obvious but now I understand there's tools that you can put in that says make it look like I'm a third grader and uh you can you know my kind of writing skills. just generate me a paper so when I go in tomorrow I can turn it in. How can you talk to that issue a
little bit? >> Yeah. Um, so you're absolutely right. I can tell Gemini to write something in the style of a third grader and to include a certain percentage of spelling errors that would be age appropriate. I think what we're focusing on, especially in again that professional development
piece with teachers, is that relational aspect that teachers have with the students in their classroom. So, as you get to know your students, you know what their capabilities are and what their voice sounds like. And so, you're able to say, you know what, when we were talking about this in class yesterday,
you weren't able to articulate those ideas quite as clearly to me. And so, making the process a really critical part of the learning experience and not just the product. Um because the the
concept of plagiarism and copyright is getting increasingly murkier the more we travel into this generative AI space. Um because is it really copying someone else's work if someone is a computer
algorithm? We're going to be debating that for a really long time. Um, so that's where those scales come into play as well. So that we can say for this particular assignment, it's all human brain. That's all you get for this assignment, you may
use AI and here's the context that you can use it. And then you're going to show me the chats that you did. You're going to include that with your submission so I can see the whole process start to finish. Um, what I can tell you about AI detection software is
that none of it is reliable. There is there is absolutely no technological detection service out there that can reliably detect when it was written by I AI. In fact, they've done studies and it
um will more it is more likely to detect AI usage if it's an MLL student or an um someone who's neurode divergent and maybe not be neurotypical because their writing styles sound like AI.
And so it was completely written by a human, but that AI detector can't tell. So there are some real challenges there when we think, oh, I'm just going to run it through the thing and it's going to tell me that it's AI. We can't rely on those. That's why the human in the loop is so important in this process.
>> Go ahead. >> I was just going to do a side on the scale. I think the scales are great and I liked when you were talking about the sample because telling students, we know high school students just telling them they can't use it. Well, they're going to, but if you but you can give them
some leeway. Here's when it's teach them those boundaries. I really like that idea. Teaching them. >> It's it's really analogous to when the internet first launched and we had to teach kids how to use internet searches as a part of their educational experience. This is just more intense
and more ubiquitous and will just continue to to develop faster. We're on like the we talk about being on the vertical of the exponential curve at this point. >> Question for me. I mean, while we're on that same topic, as the parent of a high
school student, that stuff's already you're talking about is already happening where my student is using some of those tools are some parameters around what is happening to place
by the time they're also making restrictions that are in place on CCS devices on personal phones on personal laptops
out there striking that right balance of There are these great tools out there. They can assist you in being able to access the knowledge. Let us show you how to use that to enhance the work
that you are coming right to your work. So I love challenge to say okay show me show me show me the receipts of of your chat you
know make that part of what they're doing as a writing absolutely that not only as students but as
professionals. So shy away from first I wanted to thank you all so much for a wonderful presentation. I just sat through a continuing legal education seminar on AI two weeks ago and yours was better. And I'm not just saying that. It truly was better. And I loved
that you started with these, especially for people my age. Um, this can be kind of scary and you want to avoid it. And I would encourage parents and members of our community to try it out. Um, I also because it it can be useful when used
properly and what you're teaching now. um in terms of digital citizenship is going to be very applicable to our students when they become part of the workforce, when they become adults in the community, you know, trying to retroactively teach a bunch of lawyers
how to do it. I wouldn't recommend. So, I'm I'm so grateful. I was thinking that I was so grateful that we have expertise that can help our teachers and help our students learn how to do this um and do it the right way. I my first question is
really I just want to make sure we were really clear for purposes of the public on how both the restrictions with the Google for AI for education works together with the training we give our
staff not to use personally identifiable information. So, if I understand it correctly, what we tell our staff is don't put anything that identifies a student by name, by school, by what grade they got on this test, by where they live, by who they are into the
system at all. That is not what we're doing. Right? And then to the extent that we're not doing that also we are then protected by the agreement legally with Google which I understand has its limitations and some lawyers someday will argue over
that but I think that's really important that we remember we're not putting it we're we're training our staff and there are consequences to using those tools both for our students and our staff using those tools incorrectly. I mean there you can lose your law license if
you write a brief with chat GPT and it's legally or factually incorrect and that's happening to lawyers all over the country and the same kinds of logical consequences need to happen to students because it's what's going to happen to them in the real world. So just wanted to kind of
just clarify that tweak on how those two things work together but really appreciate it. Thank you. >> Yes, you are you are correct. the training is we don't enter PII into the systems and then also what's entered into this system is not used to train the model.
>> Um question on safety. >> Question on safety. Um the uh we hear more about chat bots being used to become a companion, a best friend and a mentor.
Are we doing anything from the mental health? And maybe maybe you aren't the right crowd, but certainly it seems to me that we should be dealing with safety from safety perspective, too. How how can we make sure children don't that they see this as a human? I've
heard that we should be training children to look at like an it. It's a thing. It's not a it's not a personality. So, can you comment on that? >> Yeah. Um, so Nick and I and Mr. Mcichael all sit on our digital safety and mental
health group, for lack of a better term. Um, where we're looking at our digital citizenship instruction holistically, K12, and talking about those issues of digital safety and mental health and how we can address those. We recognize that this is not just a school problem, that
this is a community and society problem, but we're looking for ways to partner with the community and society uh in addressing some of these issues. So, we've brought up, you know, we've we've read those articles about the chatbot and the students who have communicated with them. I think that really speaks to
the the pieces of our curriculum where we're talking about AI and what is AI and how does it work and what are appropriate ways to use it. Um so those pieces are already in place in some of our curriculum where it's not necessarily students using AI but it's
student students learning about AI as a part of their computer science courses that Dr. Peterson mentioned. Um, so that is very much on our radar. And we also acknowledge that, you know, while we can block sites on our CCS devices and devices that are connected to our
network, there's a whole world of devices out there that we have no control over. So, it's a balance of the education piece, education, educating our staff to be aware, educating our parents and our families to be aware. Um, because you're
right, it is a very real problem. Um, Dr. Peterson and Mrs. Hogan and I just attended a seminar uh two weeks ago where it talked about the shift from 2024 to 2025 of the top three uses of AI and it's gone from and this is for
adults. So they were pulling education uh professionals. It's gone from administrative tasks and generating you know emails and stuff to like personal life coach like the top three things were all in this personal growth sort of category. So you're absolutely right
that it is a growing trend uh and something that we'll be looking to address as a part of that work. >> Um impact to career planning. We had some discussions recently based learning and um you know I've seen headlines
recently where Nestle announced a layoff of 16,000 jobs or people and Amazon's cutting 14,000 jobs. It's it's many young entry level worker jobs are going to be going away. We're hearing more about that. What are we
doing to prepare ourselves and how we prepare our students for a world we don't know it's going to even look like in three years. >> Yeah. When when you have the answer to that, please let us know because we would we would love to have that button down. I mean, obviously it it is
certainly a consideration. Did anyone else? I can I can speak to that a bit, but one of the things that we're making sure because we don't know what those jobs will be out there in three years or what have you, but we do know that students need to be able to
collaborate with others. So, we need to make sure we're teaching students to be able to interact with all kinds of different people um all different ages as well because when you think about the workforce, you have entry-level young people entering the workforce and
they're working with um people from several different generations and so they need to be able to communicate. We also know that no matter where you're at in your positions, you need to be able to think critically. And so we are teaching our students that critical thinking. That is so important for our
students to be able to take that information and really um information is coming at us from all different angles. And how can we take that information and synthesize that information and determine which information is accurate and true and which information is fake? I mean with AI, you see all the deep
fakes of the pictures and all those pieces. How can we make sure that we're training our students to think critically in those areas because we know no matter what they're doing, we'll prepare them for those because we don't know exactly what those jobs are. also helping our students to be very flexible
and to retrain because our students when they um leave us and they might go to university or they may go into the job market, but they're probably going to have several different jobs in the lifetime of their working lifetime.
Whereas like where I went into education, I started in education. Yes, I had several different jobs, but they were all in the field of education. And many times what we're seeing in the workforce is um younger stu people moving into the workforce, they're moving into different types of
jobs and they're retraining and learning how to be that lifelong learner. And so we want to make sure that our students are really engaging in that learning and that lifelong learning. And how how are you learning? It's not just in class, but how are you using um other ways of learning technology? A lot of you know
you say how did you know how to do that? I looked it up on YouTube or so using the their tools and using the technology as their tools. that those are pieces because we don't we're not training them for specific jobs. >> I would say for that one too, that's a
really good instance of where we want the parents in the community to be involved, right? Like everybody working together with the schools to know, you know, to help our kids know what they what they want to do in their lives, but a lot of that parental involvement as well.
>> I I would just suggest that we I know we don't know the answers what jobs are going to be like in three years, but we know you know, these tens of thousands of jobs are gone. And I would just like to see our our workbased learning team
collaborator somehow get involved too to really be on the ball on that and to you know shift as if I could share one more thing. Um, I've got a friend, a colleague that who's spent his career teaching and
being a higher level education as an administrator. He's an avid AI user. He had to help him write his last book and he uses it very carefully. He knows the material so he's able to look at the results trying to summarize it, put it
for where he can correct it because we talked about you get a lot of misinformation also. I've been fooled by AIS come up with wrong answers. But he his concern is that um he's he's
concerned about laziness having children rather than gain knowledge just they know how to go get an answer to something generate it then then move on. Um so they aren't really retaining. Can you talk to that too? You did a little bit Dr.
But I think it's really important that kids don't don't just become simple-minded that if they're not better than an AI tool, then it's very likely an AI tool would be doing what they think they might be doing. So it's I
mean this is a complex difficult area to get in. Like I said, I'm really glad you guys are are involved in, but I think we need to get even deeper into some of these issues that, you know, we're looking for political leaders and technology leaders
to come up with those answers and they aren't going to do it in time. I think we need to make sure we protect our kids. I don't know if you could talk that little bit about the laziness that this might be if if we're not careful.
Yeah, I think it goes back to what Dr. Dudley was saying, that critical thinking piece. And sometimes we do close the computers and we have conversations, deep conversations. We um use something called the Socratic seminar, which you may be familiar with
and um making probing kids to think deeper into um to add on to somebody else's thought process. So we do a lot of that in caramel clay schools where we create that balance between techn
technological use critical thinking um and you know and writing handwriting. There's value in that and sometimes our first draft is written by hand um and we may enter it into the computer eventually to help us further our
thoughts but it's it's really all about balance in um conversation and critical thinking. And and it's not just taking, you know, um low-level information at that um recall or comprehension level, but how are we teaching students to take that information and to be able to apply
it and transfer it and then be builders of their own learning? So, they're the creators. They're not just um taking the information in and putting it all in their brain and then in a later date use that information, but how are we teaching them to apply and then also
then create? And so that takes it's you're changing the focus. It's not just here can you name the 50 states in their capitals. It's taking information and applying it in new and different ways and um moving into that creation piece
of it too which is so important. If I can just have one more question is uh bringing the parents into the loop and I I noticed in your presentation you're talking about having like parent awareness and the some booklets and
things and u this is one of those things like I I mentioned social media early on is that I think it got way ahead of us all and has created some some some damage that we're trying to recover from and I like to see us from you know
policy makers to get ahead of that. So to to me this is one where somehow we need to really get to the parents rather than say this this you know send an email hey we have this new website. How can we really engage them and warn them
because a lot of parents are I was there you get busy with life but how can we get them to stop and realize that hey these are some things that can can really do harm help them prepare like PII is a good example >> yeah I think um eventually and I'm not
on the mental health um committee at this point in time but I know we are inviting parent voices to that mental health um work that's being done and we'll continue to do so. Um, and may even host parent nights. I think we had one, was it a year or so ago? We've had
several where we're inviting the community into uh to have that conversation with at least a couple. Yeah. Um, so we'll continue to do that work where we're inviting parents to the table to have those conversations and draw awareness to the dangers of social
media and and other tools that kids will be encountering. We did have uh three nights last year during the school year where we at Clay Center Elementary, Prairie Trace Elementary, Creekide Middle School where we were sharing information to parents about just practices in the home like
you know my my daughter plugs her Apple Watch in downstairs, not in her bedroom, you know, keeping, you know, devices in like common locations. So, we're trying to equip parents with these skills that they may need, you know, because life does get busy and there's there's lots of things. One of the things we
highlighted was the anxious generation book and how that has social media has impacted kids very negatively. We're trying to recover from those things, right? So, we did plug the book there. So, we're trying to outreach as best we can for schools that are interested in parents and of PTO's that, you know,
want us to come out and and uh train because that's really important. And you know, I'm a parent of young kids and equipping uh my own kids with some of the digital safety and awareness um that they need to have and this this world that they're entering in, I think, is is definitely a priority for us. So, we're
willing to partner with with parents and communities out here in Caramel Clay Schools to make that happen. So, >> as a as a parent of well, I have two in high school and elementary. I last year I had a middle schooler. They are listening. Just so you know, I had many
instances where my kids come home and talk about things they have learned. Um, which which is nice because then it opens up the conversation and I can say, well, what, you know, tell me more about that. Um, and I've learned some things. Um, but I, and I think I've said this before in a board meeting, but our kids are really are listening because, you
know, one day my son said, got this weird text and it was about an invitation to a party and I don't I don't know. I didn't I didn't click on I didn't I didn't do anything. it was real, but he didn't do anything because you guys had done the work to teach them not to to to really question that to
have that critical thinking and and think about what that they what they might be consuming. So, I as a parent, I appreciate that and that helps me have further conversations of awesome. I love that you did that. Don't click on any other links like that again. Um, but I think I think that br I'm seeing that bridge as a parent as all this
technology is changing from having a a junior who none of this was around when he was in elementary school. I'm seeing what even our elementary school kids are coming home and telling me that they're learning. >> I just want to say thank you very much to the team. I appreciate the work
you're doing. This is an intricral part of our strategic plan and while the work did begin, you know, two years ago plus um the how you're diving into it now, the proactiveness that you're using and also I love the parent component and the
educational component for parents moving forward. Um, I just wanted to say thank you. I appreciate you all. We're going to continue to keep AI and technology a very important part of what we do in um, training our teachers because if the our
teachers don't have the background knowledge and the training on AI, how are they going to be able to help our students? So, I like that we we're very intentional with rolling it out to our staff, training our staff, and then working with our students and then ultimately I our parents. And so hitting
that trifecta right there in how we move forward. And then finally, I just want to say I really wish those baby polar bears were real that they were rescuing that I saw on AI. And I can't believe those cat cakes that they cut and the reactions that the real cats are. I I can't believe those are fake either. But
I'll leave you with that. So, thank you very much. >> Thank you very much for having us. >> Thank you all. [Applause] And next, we're just gonna stay down here. Sorry, I should have said that. Let's just stay down here. It'll be conversational. It'll be fun, guys.
>> We only have two more parts. >> Um we're going to Next up, we have the superintendence report with a potential special guest, I hear. >> Yes. And so for tonight's superintendent report superintendence report, we're going to kick it off with Alex Cole. He is a senior at Carmel High School and
he's part of our radio communications program WHJ 91.3, the voice of the Greyhounds in Carmel. And Alex is also the producer for our radio show in the know with Dr. O. So he sets us up, he
runs the board, he takes us to break, he's like our engineer that really takes really good care of us while we're on the radio. And I thought it would be great because WHJ is at like every sports event really every they are at Ghost and Goblins. They are at nearly
every event in the school district. And so I'd like for Alex Cole instead of Dr. O to share the sports report. Alex Cole, senior at Carmel High School with tonight's sports report. Take it away. >> Thank you, Dr. O. As you said, my name is Alex Cole. I'm a senior at Caramel
and this is my fourth year in WHJ. I'm an events manager and alongside Khloe Jones, we staff, run, and manage all of the events like the Ghosts and Goblins and our fundraiser radioon. That was this past weekend where we raised over
$6,000 for our station. And yeah, and moving on, the fall season for Greyhound Sports has just ended as of Friday. And with all of them, we're going to start off with girls
volleyball, who at the end of their season, they ended with a 16 and4 record and were ranked 25th in the state going into the sectional tournament. And at their sectional tournament on October 18th, they won in the first round three sets to zero against the Fischers
Tigers. And then in the second round, the sectional championship, they lost, unfortunately, three sets to zero to the Westfield Shamrocks. We're gonna be hearing a lot from them tonight. But yeah, moving on, we have girls golf, who
has an amazing, amazing team. They have multiple young freshmen who placed extremely high at state. They have won seven of their 13 tournaments that they've come to this season, which is absolutely outstanding. And they won the sectional, placed second in the
regional, and placed fourth at the state tournament. and with a score of 645 points and it's plus 69 which is absolutely outstanding. Next is the unified football team flag football which had a record of 4-1
through the regular season and they lost in the sectional final just like girls volleyball to Warren Central. Both of their losses actually this season were to Warren Central. Next is Unified Botchi Ball. And Unified Botchi Ball is paired with the Champions
Together program, one of their nonprofits. And they held the 10th annual uh Botchi Ball State tournament actually just over here at Hartman Field uh in late September. And there's 24 teams or 24 schools that have a unified
botchi ball team uh in the state of Indiana. And Caramel placed 10th out of 24 in their state tournament this year. Next is JV cheerleading. As you know, there's obviously football and basketball cheer, but there's also
competition and they do uh different performances like game day and traditional. And this year at the North Central Invite, the JV team was able to win state and the varsity team was able to move on as they placed in the top three at that invitational to New Haven
High School and were placed top three again or third in their state champion or state championship tournament. And so that means they qualify to go to Orlando and perform at Disney ESPN's Wide World Sports in February. and I get the chance
to go as well because my twin sister is a member of the cheer team. So, I get to take a little vacation. It's great. And now we move on to the most important sport of all, boys cross country. I may or may not be a member of the
team, but the boys finished sixth place this year in the state tournament. They won the sectional and the regional and had one finisher in all state. His name is Jonah Call. He's a junior and it's going we're looking great. Looking up for next year with a great incoming
class. And next is girls cross country who also got first sectional, first to regional, but this time they got first at state. And this is their second consecutive state championship. Nothing to swimming, but still pretty good. and it's their 21st
state championship in the program's history. Their leaders in Satie Foley who placed third is a senior. She is going to IU next year. IU Bloomington to run. And then Larkin Taylor and Annabelle Pard who placed 10th and 22nd respectively.
Up next is girls soccer and they had a runner-up season this year and they finished the season 193 and one absolutely outstanding and lost the state finals unfortunately to the HSSE Royals 1 to2. They were led to state by
senior Adelyn Cameron who had 40 goals on the season and this is absolutely outstanding from their first year head coach John Simmons. What an absolutely amazing team, amazing first season. amazing prospects going into the rest of his career. And then next is boys soccer
who won their state championship uh tournament three to one against the reigning champs Harrison. And this is the only the second state championship in boy caramel boys soccer history. It's absolutely amazing. And it
was won by longtime coach Shane Schmidt. and he came in in 2007 after the first uh state championship in the history of 2006. So he was able to lead this program, build it up from the ground and you know keep the legacy alive.
Another fact, Evan Barnos, another member of WHJ was able to score four goals in three in two games in the last two games of the state tournament. Absolutely amazing. And next is boys tennis who won state and they had a
perfect season 32 and 320 zero and zero and bringing home a state championship. They were led by senior Wes Warbull who is committed who is a UTR rating of 9.8 and is committed to play tennis at Butler University next year. On top of
this, senior Drew Kim was awarded with a mental attitude award and amazing another amazing uh achievement for Carmel High School and added to the list of many greats who have won the mental attitude award. And next is our last our
last sport in the fall season. It is football who unfortunately lost in the sectional finals to the Westfield Shamrocks at home 20 to23. And this was a very very productive year by returning head coach Kevin Wright who led them to an eight-1 record in the regular season.
Undefeated at home hasn't happened in many many years. And with scores from Josiah Gilmore with a rushing touchdown, Jake Bell with a receiving touchdown. He sent the game to overtime and two field goals from Matthew Meyer. The Hounds made this one of the most entertaining
games of the year. And we are all looking forward to the start of the winter season because we have girls basketball which has already started, boys basketball which is getting ready to start and then girls boys girls and boys wrestling and girls and boys swimming.
I've been Alex Skull. >> Alex, thank you so much for coming tonight. We are all very proud of you and the work that you're doing. Alex, um can you come to the mic here real quick? Um, can you let everybody know what's your prospect uh for after high school?
>> So, after high school, I hope to do media production in college uh either at Ball State with their sports league program or at the University of Cincinnati with their College of Conservatory of Music. Both of those have separate applications after the first one. So, it's just a matter of
getting into either of those programs. >> All right. Thank you again, Alex. We appreciate you coming out tonight. All right. I'll try to wrap this up quickly. Uh we have our marching band. Uh they um they performed at the state Indiana state competition for Isma. They
finished runner up uh for Isma, second in the state. Very impressive. They go on to nationals. They perform Thursday at 9:30 p.m. And they will continue to advance and hopefully advance to grand nationals, which will take place sometime very late at night on Saturday,
uh which I will be at. and I also was able to cheer them on uh this past Saturday. Want to thank everybody who attended our Caramel High School open house. We had over a thousand people attend. It was just incredible. We've already meeting to make it even better
next year and to learn from this year, but a lot of interest in Carmel High School um from our parents, our students, and many of our community members that came in and were a part of the process. So, we appreciate everyone that came in. Uh, elementary parent teacher conferences were a huge success
this past Thursday and Friday. I uh went out to multiple buildings as did Dr. Dudley and it was great seeing the parents connecting with our teachers and getting updates on their children so that we can support our students in the classroom and at home. Perfect partnership. So, thank you especially to
our teachers who took the time late Thursday night to meet with our parents and then also Friday. Um, this Thursday is our kindergarten connect uh day. It's the first time we're doing this. All 11 elementary schools uh will be open. It's
4:30 to 6:30, I believe. Um, >> 4:30 to 6:00 p.m. Thank you very much. And our families can come in and check out our schools and see classrooms and talk to educators. And so we're really excited about this uh new opportunity that we have for our students and our
families to explore our Carbal Clay Schools, elementary schools. And then finally, I believe, yep, finally want to get to our bell ringer. And our bell ringer uh tonight is congratulations to Creekide Middle School. They've been
named an Indiana Department of Education Blue Ribbon School. And this was a national recognition previously. to the blue uh US Department of Education. They've discontinued the program and I'm very proud and excited that the state of
Indiana has picked this recognition up. Creekide is one of only 11 schools that are recognized across the state. It is the only middle school that received the Indiana Blue Ribbon School and we could not be more proud of Mr. Pelich, our teachers, the team, our students, our
parents at Creekide for this great achievement. I'm going to be at uh November 21st. I'll be at the uh educational awards excellence gala um where they will be recognized that we're going to take a team um downtown to be recognized. I do want to give a quick
shout out to our other schools in the district that have received the national blue ribbon award. Carmel High School, Carmel Middle School, Clay Middle School, um Collegewood Elementary School, Creekide, Mohawk Trails Elementary, Smoky Row Elementary, and
West Clay Elementary School as well. So, we're very proud of all of our schools here in Carmel. And then finally, just want to say happy Veterans Day tomorrow to all of our veterans and our military families. I'm very proud that Indiana is an Indiana purple star school district
which where all of our schools are recognized in supporting our veterans and our military families and students here in the district. So with that I'll turn it back over to President Kay. Thank you very much. >> I just need a uh a motion to adjurnn.
>> Second. >> Meeting adjourned.