36. >> It's way back here. >> It is. >> Yeah, >> they're in number order though. >> I went through. >> This is Am I close to it, Doc? >> Let's see.
>> Thank you. We're right here at 50. Yeah, right here. 5136. >> I just >> It's several pages. So >> that it. >> Yeah. >> I just cur like that since we have >> because it it should be both of them because there's a 5136 and then
>> I'll make sure I have everything. >> Yeah, that's it. >> Okay, Dr. Reed, thank you for meeting with us today. Um, per U Dr. Moore's request, we're going to jump right on in with 5136, which is the product of
SB78. Um, and so when we look at this uh replacement policy, of course, the first couple of pages are all redlined because that's what the original policy was.
Um and so when we get to in essence what is our the back page of page two page four um that is the start of I believe the new policy as it will as it will read
once we get it updated. >> Yes. >> Correct. Okay. >> Yeah. Yeah. So >> yes. What I'm sorry. Go ahead. >> So, um, yeah, go ahead and get started because
one of the one of the first checks and decisions this committee will make is specifically what you alluded to earlier and smartwatches. >> Yes. Um, the note here says that the statute does
not require restrictions on smartwatches unless connected to a cellular telephone, a cellular tower, or the internet. In my mind, if it can if you can get it to Wi-Fi, it's not allowed.
So, the first check is we can check it or not. Smartwatches are not considered personal communication devices unless connected to a cellular telephone, a cell tower, or the internet. If not connected, smartwatches and smart glasses are electronic equipment
regulated um pursuant to policy 5136.01. Um thoughts on this? >> I I've never been anywhere where my smartwatch didn't work.
Um, I don't know if your school has blocking power for personal devices that are on 5G or we have so the district has basically a
you we have a a I don't want to call it free, but it's free access. You can you can log on as a guest >> um districtwide. Um, >> so students could log on. >> They could >> and you cannot determine whether they
have a separate line for their smartwatch or they rely on their cell phone. >> Correct. >> Mine's connected to my cell phone, but I know other people have a separate line or there so they don't have to carry a cell phone.
>> Yes. Yes. I think um one of the points of reference for me in communicating with others about this is the effect of this this specific policy smartwatches on teachers and not are we
asking them to make a determination on whether this watch is or is not a smartwatch and what that could potentially lead to the time the consumption of time that could be used on instruction in my opinion. Um, so I
think that's been one of the points of interest from feedback as it relates to smart watches and deciding whether it should or should not be included. Um, is is there is going to be a point where okay, but I didn't have it
connected to Wi-Fi, but who wants to engage in that aspect of it, >> right? Any thoughts? >> My thought would be when we look at it from uh just a basic level, smartwatches and glasses are always
connected to >> something >> to to cell phones. >> Typically, yeah. >> Is that right, Dr. Reed? Typically, >> my watch it is connected to my phone, but >> not always, but in most cases, right? I can leave my phone,
not have it on me, and it still would work. >> Yeah, I think that's what I'm saying. But not in all cases, but in most cases. Is that right, Dr. Reed? >> I I I don't know the percentage at all.
I'm sorry, but um I would think it would be much harder for someone to play a game or communicate on their smartwatch than on a cell phone.
Um because even the the big ones are limiting the space of what you can read and that would most likely alert the teacher to
to say, "Pay attention, please." >> I I don't know. That is something that you all have to decide if you're going to get some push back from parents. >> I just bought this for their birthday.
>> Obviously, sunglasses. I don't know any school that allows them to wear sunglasses in or and I'm not sure you can control the the glasses that are just look like plain
glasses but they can record with those glasses. >> So I think the question another aspect of that Dr. read is from a smartwatch standpoint depending on what it is. It has so many other capabilities that you
can instantly get if you can log on to Wi-Fi, you can receive text messages, you can receive a call, you can and so I think that's the aspect that has us considering or whether or not to move forward with that aspect of it. I think
the the law and the policy in itself have a a caveat. If for example, I need to wear my smartwatch because I'm diabetic. Well, in the policy, you're able to put you're allowed to with medical documentation. So, I think that
there are other aspects of the policy that provide possibilities for families to navigate for those that really truly need to have that smartwatch live due to uh medical or an individual education
plan. Yes, that's the same as having a different communication um for special education students who are nonverbal. >> Mhm. >> Yes. >> Or or need technology
for whatever reason in their IEP. >> Yes. Okay. >> Or language. >> That makes that makes Dr. Reed, that makes a lot of sense as it relates to special education. >> Language translation as it relates also an exception. Yes, >> the exceptions would be for special ed
and no uncertain terms when it comes to um those those specific areas. Um >> yes, it must be in their IEP. And for those students who don't fall in that category, it would they would need
medical >> Mhm. >> Well, most student both categories would need a a medical reason. Yeah. And that would have to be uh in no uncertain terms would have to be uh
doctor prescribed. >> Have to be put in those students files. >> Yes. >> I know we know that's the procedure, but it it has to be talked about at this table. >> Yeah. >> Since we're live, parents need to hear that. Is that right? >> That is correct.
>> Yeah. But the expectation would be >> Yeah. If they have a watch, it's on one of these five reasons. >> Yeah. Yeah. >> Otherwise, the watch shouldn't be in the building, >> right? >> Okay. Dr. Reed, um
a question for you um as it relates to some of the exceptions. I noticed in the policy that they're very um intentional about sharing the July 1st date as it relates to personal devices. So the
district in itself has until July 1st, 2028 to make sure that every device that our students are using is school issued. Um the use of personal devices will need to
not be allowed going into the 2829 school year. >> Okay. >> Correct. So we still have some students not having school issued Chromebooks. >> Yes.
>> Could you repeat that, Miss K? >> So we still have some students not having chrome school issued Chromebooks >> and we can but we need but we can fix that very easily. >> Yes. For some it it's a choice. I I have
I have one at home that prefers to not. Um and so we're just going to need to begin that communication. >> Um so that families understand that you may >> 2728 school year >> uh 2829.
So starting July 1st, 2028. So that would be our 2829 school year >> personal issue. Mhm. So, you know, someone may bring their iPad, someone may may bring their
own um computer that they're using for class. All that all that will need to stop. Yes. >> Yep. >> Yes. Um the next thing on this document um
Dr. Reid is it says choose if you want to allow audio recording devices. Um thoughts on that Dr. Moore and Miss Kelly. Um I know that this says not recommended, but I certainly don't want to not give you the opportunity if you
feel like it's pertinent and we need it. That would be I'm missing a right here. >> Yep. Right here. >> Yeah, I see. >> Yep. >> It says Susan language translations. Uh
Dr. Bishop, G give me some extensive conversation on that. So the the the thought behind this is um allowing it would allow anyone to be able to basically carry any type of recording. It could include your phone,
I mean >> interpretive device. >> Mhm. And use it um in such a way during instructional time. um anything that if they needed to capture
um an image they could. Um but the exception and correct me if I'm wrong Dr. Reed if we check it the exception then becomes for everyone. >> Yes. And we do not recommend that you check this, >> right?
>> Because we could fall back on if I am an English language learner and um I need support by being able to take a picture or audio that would be in my individual learning plan. >> So there's the IEP, the IOP, the 504. Um
there are other means in which those students that would specifically need it to support their learning would have it >> and we can make sure that the teachers writing those know they would need to specifically include that >> in the >> plans going forward.
>> Yes. >> Because if it's not in there, you won't have access to that. >> Correct. >> Okay. >> Yes. So, I think that's my impression from them not recommending it is that it really does open it up
>> for >> all 10,348 students um to be able >> No, >> we don't want that then. >> It's not going to be positive. We don't we don't want that. We don't want to ex
extend something that's that's going to backfire on the whole student body. Is that right, Dr. Reed? Correct. Okay. >> But you can make sure it's added into your IEPs and 504s. >> Yes. >> So teachers would need to know if they need their student to have that.
>> Yeah. >> They need to >> that would have to be a part of their curriculum piece. Is that right? >> Okay. >> Yeah. >> Okay. The next page is is in my opinion the heart of it all. Um the districts are allowed to make a
decision between option A which is no devices during the school day and option B which is devices are stored during the school day. Um the the district needs to decide which
way we're going to go. um and that that's where this policy will head depending on what it is that you would like to do. Um, option A, which is no
devices during the school day, states that students are prohibited from bringing personal communication devices to school for the school day, including bringing them on uh a bus or any corporation vehicle to and from school.
Students are also prohibited from using personal communication devices at school for this school day unless an exception applies. Um, option B is the storage model, meaning that they can bring them
to school, they must be turned off, but they're in a designated storage area. Um, but they still are not allowed to use them on the bus or while >> during lunch,
>> right? During the instructional day. So unless an exception applies during the school day, all personal communication devices must be powered off and stored. Students shall not access their PCDs during the school day unless an exception applies. And it
denotes that um they that would include the bus as well. >> Dr. Reed, >> yes, you you may down below that you may allow them to use it while riding the bus. Y
>> I know bus drivers are split on this decision. Some say it keeps them occupied and out of trouble and others don't like the loud music. So um again
there could be some uh parents who want to be able to communicate with their child right after school. on the bus uh to give them instructions. I don't know how much
um that would cause you difficulty with your parents. But um you know I have a personal opinion but
you must decide your personal opinion of whether you you want to tell them to keep it at home completely or store it when they get to school. >> Dr. Bishop, >> um quick question for you, Dr. Reid. Um,
as you're meeting with other school corporations, can you share which which direction other corporations are going? >> The ones I've met with so far have allowed this uh on the bus.
>> Okay. >> Um, >> so I can only assume that they're going with the storage model. >> Yes. >> Yeah. >> And that again the storage would be up to the corporation. For elementary students, it could be in
their cubby. >> Uh middle school and high school students, it could they could have to stay in their locker. >> Yeah. Yes. Okay. So, um Dr. Moore and Miss Kelly, we've done some preliminary
work uh receiving feedback from um admin and just in general how we could best um meet the expectations of the law. taking into consideration the financial aspects of this as well. Um what we have found
is that we feel we're in a position to meet the law with option B >> which is the storage model >> with as Dr. Reed just stated elementary students
their storage would be in their classroom cubby as Dr. Reed stated at the middle school, we would be asking middle school students to store it in their locker. Specifically, we do not allow backpacks at the middle school. Their their classes
>> already been >> dealt with their classes are within they're close enough that they can get to and from their locker. There's not a time constraint to it. So, we feel the locker would work at the middle school.
At the high school, we're going to utilize two storage methods, either a locker or a backpack. High school students are allowed to use their backpack because their locker may be literally on the other side of the
building with 3,100 students. Uh 7 minute passing period. we don't know that it's feasible enough to say, okay, this is where you have to keep it and not run into any type of time constraints. So, at the high school,
we'd like to utilize backpack or locker. Um, and from a bus standpoint, just as Dr. Reed stated, we have a mix in talking with transportation.
Some drivers do not allow the students to use them, some drivers do. Um, and I think allowing them to have the flexibility to say yes um may help some
drivers. Um, but there will be some I'm not going to say inconsistent, but there will be differences on buses if we say if we use the word may. Um because you may be able to use it on bus um random bus one two three four but you not may
not be able to use it on bus 6789. >> Two questions Dr. Reed uh as it relates to the education of transportation departments as it relates to this. What were some of the strategies used by districts to convey this information to
transportation departments to get the answer that you got? I think in this incident the board is making a decision for all buses. >> Okay. >> I think we need to I don't think it would be
>> it needs to be consistent across >> whether you get on bus 1 2 3 4 or >> whichever bus you get on district policy needs to dictate. >> Okay. >> Okay. >> What you say, Miss Kelly? I think whichever bus you get on, whatever we
check needs to be consistent across so that if I move and my child changes buses, parent doesn't have to worry. >> I think that's what I'm after, >> right? >> I'm I'm I'm basically saying, Dr. Dr. Bishop, you might say we we add to the policy. Am I out of order when I say
that? >> Yeah. No. And I think that um the way it's written um students may then then that's what it will be that will be what is communicated >> their cell phones while while they're on the bus and that's what's communicated
to transportation. It is communicating transportation and uh make sure that we say something about the operator of the bus >> driver understanding that and that >> and that he has the jurisdiction if things get out of control along with the
bus monitor. >> Yeah. >> Does that sound right Dr. Reid to >> Yes. I I would suggest that if the bus drivers do have a problem >> Yes. with that um that they developed some guidelines
like >> Yes. Yes. >> Earbuds must be in place, must be used, >> some rules for using the cell phones. >> Yes. That's that's that's that's what I'm after. And and then going back to
what Miss Kelly said, that must be the guideline across transportation. >> Yes. >> Does that make sense, Dr. Mhm. >> You can say you can't say you can't have your phone, but here are the parameters. >> Here's the parameters. And if the parameters are not followed,
>> you you >> you damage everything for the whole bus ride for a period of time. Lose that. Yeah. >> Does that make sense, doctor? >> It does. >> Okay. >> Yep. And then and then secondly, what bothers me, it does not bother me, but
the backpack issue, say um the backpack issue, say my locker is uh on the third floor or or the second floor, I'm on the first floor at the far end of the first floor and and and I and I got and I pull my phone out
>> in the backpack. What would be uh the consequences for me using my phone? >> Sure. So, um >> does that make sense? >> It does. and we've done some footwork there um in working with administrators as soon as this was released and looking
at the policy. We we felt like um we wanted to provide a broad range of consequences, redirections um for this particular policy because the guidelines are for administrators at
the elementary, middle, and high school. And administrators need the flexibility in how you deal with the consequence. So, it could be anything from telling them to put their phone away to we're going to need to go to the office to
potentially confiscating it to potentially a bigger consequence. There is a very broad list of um consequences um Dr. more and we left it that way because every situation is different.
Um, and how you deal with a fourth grader with a cell phone >> is not necessarily how you're going to deal with a senior and a cell phone, right? >> Um, and so, um, I think we wrote it in such a way that gives, uh,
administrators the ability to make the best decision based on the circumstance that they're dealing with. I I don't want us to run to expel. >> Correct. And that is not an option. >> That's not an option. >> And will that be like the consequences like >> redirection
office meeting compensation till the end of the school day or whatever. Will that be spelled out in the handbook? >> So it is not we did not go with we did not go with first offense, second offense, third offense. And the reason
why we didn't is because how you deal with a fourth grader is not the same way we deal with a senior. >> If we if but if there's a here are the possible progressions. I guess it's just >> yes there there is it's written in the chart of this. If it's this these are
the par the parameters. If it's this, it's primmers. We just didn't list um an offense, >> first offense, second offense. I mean in terms of offense, but I'm like so that parents know these this is the so they're not questioning I didn't know >> Yes.
>> that if he had if my student had their phone XYZ. Well, the handbook clearly stated. >> Yes. >> And we have that >> if they take it out. >> Yes. We have the information ready to go in the handbook with um
hopefully a link. Yes. Hopefully a link with the policy. We did list the policy number because we know that it's going to be a policy regardless. Um and then we're ready to go with a link to um the policy once it's updated. We spoke in
generalities as it relates to the policy itself, telling people what it is. Um, and once we're finished here, we'll update it with what those consequences are. >> Put it on our website very visibly and
clear. >> Yes. >> Cell phone polic I mean so that they can go straight to the website, click it. It go Can it also go out on um >> So we've already started sending the messaging out. I did. I've seen it. But just so that they know, if I click here on the website,
>> I don't have to go to the policy manual, it comes up. And this is the district's expectation. Yes. >> Of all students and families. >> On campus. >> Our plan is to we've already started sharing it with families. We're going to
send specific parent square messaging in June, >> July, and one week before school, one day before school to remind families. Our website is going to be updated. So
once the refresh occurs on the website, we will have that information on the website once it's refreshed. We do not have it on there now due to >> removing it from >> until it's been >> correct decided.
>> Um so it's our intent to overload some folks with the messaging knowing that it's still going to take some time to get everyone on the same page. But yes, to your point, Miss Kelly, another aspect of that is um our timeline also includes uh reminders to administrators,
for example, at the high school and at the middle school. um they're immediately going to remind when they're going through security at the high school, remember, put your put your personal communication devices away. That constant extra level of messaging
to get everyone into the flow of what this is going to look like moving forward. >> Is it possible to to u you know, when you come into the high school, we see outstanding signage? >> I'm glad you asked that, Dr. more
>> about uh we're this type of school. We're this type of school. >> Y >> we need some signage basically talking about >> I did I did see >> reminder to take to >> Do you understand what I'm saying? >> So yes, we've got signage. >> I don't mean to say it that no, but I
mean >> we have some signage that that Dr. Young has approved. I put some things together themewise as a district. We're going to power down for education. we have. So, we're we're I will gladly show that to you once we're here.
>> Uh but we've tried to get ahead of as much as we could before we got to this meeting so that we could lay it all out for you in regards to how we >> when we go when you bring these up in our school meetings. >> I would love to see some of that signage
>> in our schoolboard meetings. >> So, if people don't see it on the website, >> Yeah. Mhm. They'll see it there. >> They'll see it there and and they'll see it and they'll be able to say then, "Well, it's in the lobby, ma'am.
>> Sir." >> Yep. >> And the children see it every morning when they come in. >> Yeah. >> And like all the app all the communication forms if we're using if the language we're going to use is power down, if that's the campaign.
>> Yes. >> Then consistent across Here's what that looks like and what that means. >> Yep. >> And I don't know. And when we do >> orientations >> and student new student meetings like
reinfor >> Yep. >> Here's the expectations. >> Dr. Reed, I see that it's 9:31. >> Thank you. >> I can actually running. They're running behind. I can actually stay till a little after 10. >> Okay, perfect. Thank you, Dr. Okay. So,
we're just as a refresh for this, we're going with option B, which is the storage for students may >> use PCDs while on the bus. >> Mhm. >> And um
so another section here, it says the use of PCDs outside of the school day. And this is where we would grant permission uh potentially or not it to use cell phones in other capacity. So students if
we check it if we check students are permitted to use personal communication devices. Um, we could check on corporation property outside the school day during after school activities such as extracurricular activities at the
discretion of the sponsor, adviser, or coach, and C, at school related functions at the discretion of the sponsor, adviser, or coach. So, my first question is, do you all feel like we're going to allow it or not allow it?
My thoughts initially are we need to allow it because what I've always known at the end of the game students contact your ride. >> Yes, >> most definitely. We have to >> we need and then if a game gets rained out whatever and students need to picked up early they need to have access to
contact their parent or ride. >> It has to be allowed >> for outside of the academic times. Yeah, I think we need to do that. And then would you like to check A through D? >> One incorporating property outside of
school day. B doing after school activities at school related functions and discretion of sponsors. Uh before we do that, let's let's not forget about the bus driver criteria >> and monitor criteria uh as it relates to
um uh the bus drivers. Let's not forget about that. But that's going to have to be created. you I'm pretty sure you wrote that down. >> Yeah. >> Uh yeah, I think A through D is going to work. >> Okay. >> Dr. Dr. Reed. >> Yep. >> A through D. >> Yes. And and D also includes the
discretion of the bus driver. >> Yes. >> But not that they can't say no, but they can say here are the parameters. >> Yes. Yeah. >> So, someone uh taking the basketball team or the cheer block, something like that, they
can decide yes or no. >> Dr. Reed, I haven't heard that term for a long time, the cheer block. >> Um, I've been around a long time. Lord, >> well, bless your spirit. I had heard
that one in a while. All right, other choices. >> Okay, so on the um next page, which is the next to the last page, there is one section, two sections actually, that
require um a couple of boxes checked. The first one is found in the second full paragraph. students who violate the policy. >> See if we're in the right one right here. >> Um, >> right here right here. >> Uh, nope.
>> See, I think you just went over one. That's the first page. >> It's right back here. >> Yeah. Right here. >> Yeah. Um, so students who violate the policy and or use a PCD to violate the privacy rights of another person, we
have a decision on whether we're going to choose shall or may have their PCD confiscated and held. And then there's three boxes um that could potentially be checked. Thoughts on this, Dr. Ree?
So >> I think it's multi-layered when it comes to this. >> Yes, it is. Um when checking shall or may >> make a lot.
If you if you select shall and and a student um is not using it, maybe they think it's an emergency, then they would still have to have it
confiscated. Um, if you choose May, then you you leave it up to the teacher and then that creates >> that creates um students saying this teacher will let you.
>> Yeah. >> They won't take it. And that's when policies generally break down because teachers aren't consistent with the maze.
Um on the other hand, shall is a yes they must do it >> because it will also send uh the message to other students as it relates to versus Shell versus
May. Uh yes, >> it will send well if she took Suz's phone uh it could happen or whatever. Uh if she took Suz's PCD, >> right? >> Under the uh jurisdiction of Shell,
>> it could happen to me. >> Uh and um I think the shell works. Uh >> on it's it's a way of >> what you have to do. I would not recommend making the parent pick it up
unless and you can always add your own caveats uh that through your administrative guidelines that at the principal's discretion if you have someone who constantly violates this. You may want
to ratchet it up to have the parent have to come in and get it. But sometimes parents don't have transportation to come and get it. Yes. Our our past practice has not been to um make a parent come pick it up for
that very reason. At times a parent may not be able to make it to the school um and that becomes a even greater hardship on the family um when it comes to
whatever situation is occurring. So, um, so I'll go back to the are we going the shall or may shall or may >> I'm torn and I'll say for the
>> is what I'm saying >> you're saying you're saying the May >> I'm torn >> between >> shall and May because I'm hearing teachers in every district feeling like They don't want
that responsibility. But at the same time, students need >> discipline. >> They need that. But then also that means if you do shell that every time the same thing has we need the
consistency, but at the same time we need the discretion to determine case by case. But some teachers don't want that. some do. So, I'm torn having been in the class, you know, and
understanding the difference between a shell and a may >> when it comes to Okay. Just because No, you weren't violating anybody's privacy. You weren't doing these things.
I can't overlook it because of the shell. >> Dr. Reed, can you share your conversation with other districts when it comes to Shaller May? >> Um, they're having the same conversations as your committee
because in in Sha and May, there are consequences to both. >> Yeah. >> Problems with choosing both of these. Um, teachers do not want by and large to be responsible for confiscating and
having that personal property with them. Um, you could get creative and have a student runner take the cell phone to the office and, you
know, teachers could be given larger envelopes to put the name of the student on and have them stored in the office that they would need to pick up after school. But um >> I would agree with you in our
conversations that we've had um at leadership in in May um and additional conversations that we've had with administrators um that there is this um level of concern and my head always goes to the
high school because it's it's a small town >> and how do you navigate this small town when it comes to this particular um >> legislation? And there is a good deal of concern as it relates to the responsibility of the
teacher and trying to navigate whether a phone is confiscated or not. Knowing that on a day-to-day basis they're they're dealing with seven periods. I'm going to say, you know, 150 to 200 kids.
And initially, this is going to be it's going to be an interesting start. And how many phones am I going to collect um in the first >> three periods? >> You know what? I'm all right. Dr. Reed, Dr. Reed and Miss Kelly and and and Dr.
Bishop. I'm all right with being outnumbered. >> I'm okay with May. If we got to do May, >> even I'm but I'm still torn with the May because that still puts it on the teacher to say to have to have that. I don't want our teachers to have to have
a confrontation with a student over that. >> Well, and that aspect has come up even in our leadership, Miss Kelly. Our our conversation with admin is that if if you um if you have a a situation where a student refuses to comply, teachers are
going to be told to immediately turn that over to admin. That's exactly right. >> Right. And but here's the thing, you it's not to escalate because guess what? You're coming here tomorrow. So you may not comply with me today. Yeah. >> But you're going to be sitting right back in that seat tomorrow.
>> I know. But I'm saying and so there's that admin >> admin works through. So now your non your non-compliance is this is no longer a personal communication device issue. This is now a non-compliance issue. >> And it's a it's a classroom management issue as well.
>> Yeah. Is this going to this I'm now I'm worried about our number of referrals. I'm worried about >> we we've we've told our administrators we're going to expect that our referral count is going to go up at the beginning of the year because it's going to be new. We're going to have to give
students and families an opportunity to and I hope that everyone gets this and everyone's going to do what they're supposed to do on the first day of school and we're going to have no issues. Not but how and I guess then the messaging again. >> Mhm.
>> Even all multiple languages. >> Yes. >> Because we support 80 something different languages I believe or close to like we a lot of languages we support >> and helping students understand
>> and then families. It's not the district that has correct made this. This came from >> and our messaging to families the first goound made it clear that this was not the MSD of Pike Township. This was >> the state of Indiana.
>> Correct. >> The burden of of Pike Township is to >> message it. >> Right. Yeah. But >> it is a tremendous burden to message this. >> But we have to and I like how you rolled it out. The I like the power down for it. I like that. >> It put a >> Yeah.
>> positive spin. But this is going to be a weekly going on situation. Cell phones are just like kids putting on tennis shoes. Tennis shoes every day. >> And and um Am I right, Dr. Reed?
>> So it's just like a child putting on tennis shoes every day, putting a cell phone in their hand. And and and all I'm saying in that scenario is it is it's it's you know, once you put a tennis shoe on, you forget you got it on. You just know it's on. >> Even for adults, it's hard. Like if I
leave, I'll turn all the way back around and go home because >> half of my brain >> Yes. >> is on there. >> Yeah. And all I'm saying in that scenario is that um you're going to have to make a decision to create the policy that's going to be functional for everybody.
>> So, okay, I guess we've conceded. We're going with May. >> Yeah. And and and it's going to have to be the burden of the administration to help the classroom. >> Yeah. cultivate this thing. >> Administration is going to have Yeah. have to step in >> and >> but I I think it's going to it's going
to have to uh in my estimation, Dr. Bishop and Dr. Reed, you all can help me. It's going to be how that principal navigates that building on this. Yes, >> it's going to have to be and and there's just certain things that are going to have to be that's why messaging
>> at that lobby level is going to be important in elementary wherever children begin to deal with cell phones in in the educational system. Messaging has to start in the lobby >> and and money has to be budgeted for those those that that messaging. That's
just how how I feel about it. People might not look at it. Whether your day starts with morning meeting or you know if you're elementary >> this is part of the announcement process. Remember students every day >> remember students this is uh principal so and so and so remember your cell phones are important so much so make
sure you have your cell phones stored in your cubby make sure your cell phones are in your backpack make sure it's part of announcements now as far as I'm concerned it is. I don't know if you look at it that way Dr. Bishop Dr. Reid but it's a part of the announcement process now. I I do and but I will add
to that Dr. Moore that we use and it is predominantly a cell phone law but it's also so much more than that. >> Yes ma'am. >> Right. >> Right. And so we get we were honing in on cell phones as we should but the
messaging >> and that we've created even for ourselves that to share with the community is it it's so much more than just cell phones. Yes ma'am. Right. And getting families cuz some will say, "Well, okay, fine. I won't use my cell phone, but I'm going to use now this."
Well, no, you can't use that either. >> Right. And so, I think this is multi-layered. When when getting folks to understand that this it's often referred to as a cell phone law, it is
much broader than just >> So, you're saying, Dr. Bishop, it's technology discipline we got to look at now. Mhm. >> So we have to create a message technology discipline >> whether it be tablets, watches or >> glasses. Even your own personal
computer. Yeah. >> Yes. >> Okay. So >> you all should expect a learning curve. >> Yes. >> Yeah. >> Um that's just something that every new program >> goes through. >> Yeah. And
your administration has been through this before with our previous policy and feedback I got from high school principles that this policy was the previous policy
was good. I think this one will be even better. >> Okay. >> Okay. So we still need to address do we want to check the end of the school day a parent guardian pick it up or and may be directed to delete audio and or
picture video. So those three >> end of the school day I think we do need to check. So if they give if it is confiscated they can pick it up at the end of the day parents aren't burdened with having unless you know >> make them responsible to pick up their own phone.
>> Is that what you're saying? >> Yeah. I I just wanted to hear you say that. >> Students are responsible to get their own phone at the end of the day and then if there is >> I think >> and then delete the >> I I think that it needs to I agree with that. But here's the add-on to it.
>> They need to be responsible picking up their own phone, but their parents need to be notified that the phone was confiscated and >> taken from them all day, but they are going to be responsible for picking their phone up. let them know that you don't have to come and pick it up, but
it was their behavior displayed that it was take. You understand what I'm saying? >> Yes. And that that would be part of the >> to that or is that >> I think how does that sound um in the administr >> I would definitely check
the last one. um may be directed to delete audio and picture video while >> the parents present. >> Oh, >> in other words, we going in other words, if I could say it this way, >> that would be for your more severe
cases. But since you chose May, >> that is an administrative decision. >> Yes. And to your point, Dr. read it. Since we chose May, in essence, checking all three would work because May doesn't mean that we have to do it.
>> And there may be a scenario where >> I've asked Maggie to put away her phone three different times. Now, I'm going to need your mom to come in and pick it up because we we keep having the same conversation.
>> So, that that gives us the ability to do >> to all check all three. Okay. >> Okay. >> Dr. Bishop, did I miss the check before at the end of what took us the most time
to discuss? It says >> PCD use is not permitted unless specifically allowed by the policy or PCD use is allowed except prohibited by the policy.
They seem very similar. >> Um, you know what? I don't think that we did. You're right. We we missed that. So, um we need to check >> um which which one um we would work with. It's >> down here. >> Yes.
>> I thought we said permitted >> where it says use and permitted specific. >> Did we choose is not? >> Oh, unless >> I don't think we did even though I think I have an X on it. So, basically, we need to choose one. uh personal communication device is not permitted
unless specifically allowed by this policy or we could go the other direction where it is allowed except as prohibited by this policy. Um can you expound Dr. Please, please, doctor.
>> Oh, >> I mean, in my mind, isn't it easier just to say whatever's in the policy that's not permitted works? >> That's the one I would that I would choose and others have chosen. >> Okay. So,
>> so the first one, >> not permitted unless specifically allowed. So that would be the first box, correct, Dr. Reed? >> It would be. >> Yes. >> Yeah. Okay. >> It's almost like they're saying the same thing to me. >> It does.
>> All right. >> Okay. >> Um No, we've got one more down in enforcement >> and then I think we're almost there. >> Heard this one. >> You heard this one. >> Violations. Um okay. So this was one where
conversation in leadership from admin >> um we felt like having teachers keep it in their designated area makes it difficult >> and in essence
um takes it out of the admin's hands. Um, if I'm trying to confiscate it, teacher leaves, has bus duty, I'm trying to get to a phone to to the phone >> to pick it up at the end of the day, right? No, it needs to be in the >> central Yeah. >> office. Yeah.
>> So, not checking it would keep that off of the table, per se. >> Okay. >> Cuz even I'm concerned about this shell >> and the law enforcement. >> Yeah. >> I'm concerned about that. Yeah. >> Yeah. Okay. I think we made it through
everything within this policy. Dr. read. >> Yay. >> And um >> that's been a tough one for everyone. >> Yes. Yes, it has. Um so the one other policy that's attached to this one is
5136.01 >> and that talks about the electronic equipment other than PCDs. And so Um, there are a couple of areas within
this policy that I would like to talk through. What devices would that include? >> Um, well, the way um that it's written is that um it it doesn't interestingly enough it
doesn't give like specific equipment. I think it gives specific scenarios. Um and so um here in the second paragraph it says PCDs are defined in any portable
wireless device that has the capability to provide voice. >> So this comes back to the things other than cell phones. >> Yes. Yes. Yes. >> Whether you bring your tablet, your laptop, your e-reader. >> I'm looking for it now. I must have misplaced it.
>> Um, it's usually in the area closest to let's go this direction where your first one was. Um, >> here it is. 5136. >> I'm still learning how to get through it. >> Yeah. Um, I think I think I may have
another policy attached to it here. So I that's 5136. That's this. But >> you got something attached to it, don't you? >> I I feel like there is, but Nope. Here it is. That's I don't know what this is for. >> Is it right here?
>> Um I think this is another policy cuz um it's a >> it may be attached to something that was already there. So, we'll figure that part out here in a second. But that one that you have in your hand >> is the one that we're working with. Yes. >> Yep. >> Okay. >> Yep.
>> I'll just put this right here. >> So, um Dr. Reed, the the green here is the update in the language based on um SB78. I think they do a a a wonderful job of
um listing out all of the wonderful options of technology in that second paragraph. Um that gives smartwatches, smart glasses, um gaming devices, web enabled devices
of any type. Um, so I I think that piece is pretty concrete. Um, and then on the back page of this, it says that students may possess and use non-personal communication device
technology resources and other electronic equipment or devices as provided in this policy as long as they do not create a distraction, disruption, or otherwise interfere with the environment. um use on corporation property that
results in a distraction, disruption, or otherwise interfere with the school environment shall not be tolerated. So, in my mind, I'm trying to make this align with the first policy. Um, >> yes. >> And I'm I'm struggling a bit when we
just told them they can't use it and now we're saying >> you can >> you can, >> right? These would be >> school. >> These would be um devices that do not have the capability of of the internet.
>> Okay. >> So they would be non communication devices. There are tablets that just have games on them and they're not connected to the internet. Okay. or a cell phone >> nor would be connected to the system
here at the school, right? >> Yeah. >> Right. >> Okay. Okay. All right. So, how do we >> there? That definition is pretty clear. Yes. >> And then how do you navigate and ensure that that is the case? >> Well, I think if I'm if I'm reading this
correctly, um Dr. read these in essence are can we assume that these are schoolisssued devices because I I look at the there's a second paragraph that says consequently the school board will supply any technology
resources and other electronic equipment or devices necessary. So am am I connecting that correctly in that any any schoolisssued device the student is able to proceed because
it's a schoolisssued educational need. >> Yes. >> Okay. So, I think this only causes us to bump up our deadline of making sure
all students are issued their device and not saying, well, like the deadline is 2028, but that we are ahead of that to cover saying that you don't have to worry about bringing your device because we've already issued you one that this
is what you should be using. Shouldn't have your tablet, your this, your that because you have what you need for your educational purposes. >> Okay. >> I think I I think we'll need to to take
a look at the timeline for implementation. I can't speak to a Chromebook roll out, so I I can't speak to that. I know, but I'm thinking that this these two policies >> behoove us to >> move as quickly as we can on that deadline.
>> Yeah. >> As fast as or we begin even if we don't get every like if we have but we start as it takes it's going to take as long as it takes but we start as soon as we can. >> Yes. And I don't want to give the impression that we don't that we don't have Chromebooks for all of our students
or that they're not being given. Right. So I'm saying that we students this is the you need to transition. >> Yes. >> Yes. >> Based on policy you can no longer bring that with you.
>> Um yes. Well, based on this first policy, we've already said you can't bring it with you, but then this is >> not necessarily because the the first policy denotes that it we have an
effective date of 2028. So >> 2028 date is effective. >> So it so there is some padding in there. Yes, we can get them try to get them as quickly as possible, but the policy does denote that it is absolutely effective
as of July 20th. I'm saying students, we need to begin preparing you now so that you won't be like, I was able to do it this school year and the next school and then all of a sudden students are like, oh, I can't bring it. Nope. The messaging included with
>> the this messaging campaign that's going out needs to say transition to your school device. >> Yes. And it's listed in the all of the things that you that the law incorporates. So it's already enveloped into the long list.
>> I think it means to say specifically like when the messages want parents need to know you don't need to send that device. >> Okay. >> Yeah. I think it's I think it's I think it's I think it's there. >> But as clearly as we can state it as you
know parents aren't going to dig through. They they need to the the they want the high points. >> Correct. And the messaging that we've created, it's definitely not a narrative. We've tried to create messaging and imaging that is very
succinct and to the point so that they don't have to go to the policy to figure that piece out. So, um, we can certainly get feedback from you all if you feel like we need additional pieces created to help in that regard. Once we get those once we see the signage and the
messaging camp like because it's going to have to be a campaign almost >> it is I think and I think yes it is definitely >> ongoing conant campaign. >> Yes. Um on page two
there is a piece here Dr. read that says students may use nonPCD technology resources, electronic equipment, and devices. And so that I'm clear, we've chosen may in the other
policy. So we would check while >> riding to and from school on a corporation bus. >> So do these need to these need to match >> 5136. Mhm. >> Yes. You need to be consistent. >> Yeah.
>> Okay. >> We don't want to be inconsistent with that. >> And that's why I'm saying like we need to make sure it says we're whatever we said over here, we said over here like >> but but Dr. Bishop, that's why the guidelines are going to be so you know what we talked about earlier.
>> Yes. Y >> and that our drivers are trained and know If they fall within the guidelines, you can't. >> Yes. And yes. Um, so I don't recall in our other one because I checked um
sponsor advisor coach because that was part of it, but I don't recall there being classroom teacher in the other. >> No, there wasn't. >> There wasn't. And there she it's listed here. So, do you all want to move forward with that or do you want to
check it or leave it off? >> Now, does that is this providing so that if the teacher should want to use it for classroom purposes, is that what that >> we did not use the shell on the classroom >> uh as well. So, we might as well leave
the May there, >> right, >> doc Dr. Bishop, the May would would be consistent as well. >> Yes. And I'll keep going back to the fact that this would be um
would truly need to be based on the educational experience, not you can do this on your free time. If that >> No, no, no, no. Like if you're doing like if I'm doing my >> Cahoot review or my Quizlet review >> Yes.
>> and students access >> Yep. >> That's it. or what's you know they need their >> Yeah. So I I'll check that. >> Okay. >> Yep. >> So we're checking >> classroom. >> Yep. >> Classroom. >> So we're checking all the boxes.
>> Yes. >> Okay. >> Okay. Um on the next page, >> but we got the bottom. Do we need to >> I didn't see anything that needed to be
added other than what's already there. >> Others. Okay, we don't have any others right now. >> I see the student violation. That's where we're going. >> Um, so yes, >> student violation violations of policy and the use of technology, resources, electronic equipment,
violating the privacy of rights of another uh person. And so it would appear to me that we would check May to match our other May. Yes, ma'am. >> And the end of the school day to match our other end of the school day and may
be directed to delete the audio as in the other piece. >> Yes, ma'am. Right. >> Yes, ma'am. >> Okay, perfect. >> Consistency. >> Yep. >> Um and then in the large last paragraph >> where it talks about the um violation
>> Yes. Yes. >> This policy disciplinary action you have an area where it says the name and down there. >> So we would have we did check it in our previous because this was in a designated teachers classroom and we
opted to take that out. So we would not check it. >> I don't think we do that. >> We needed the same consistent. >> All righty. We made it through both of them. >> The most difficult ones. Thank you Dr. Dr. Reed for extending yourself.
>> That was the one I was I guess dreading is the word. >> I would love to have you, Dr. Reed, in my cheering block. >> I thought of you. I was like, she's going to have she's going to be ready. Well, and I knew it was coming, so I said, "Let me put my little thinking cap
on." >> But I think like you said, >> the two you wanted to get Dr. Bishop. >> Yes. >> The proactive route that you've taken. >> Yes. is going to be helpful. >> Yeah. >> In the roll out of this >> and I think trying to >> what
>> hopefully parents have been watching the news as well because the news has definitely talked a lot about. >> Um Dr. Reed, before we lose you, is there any other policy in here that you feel we need to draw our attention to that that may um have some areas that we
need to consider or might be something that um we need to take a look at? Those are the hot spots. And Dr. Bishop, you always prepare >> so well and work with your
administrators >> to specifically delve into these policies. Um, in fact, I I want to tell your board members that you are
if not the best, one of the two best Neola policy uh handlers for your districts that I work with because it is um you you ask the specific questions that need
to be addressed, but you have already outlined so much that um I'm just very impressed. >> Thanks, Dr. Reed. I appreciate it. >> For you. >> No, I do. I appreciate it. You've given
you know there's there's never a time where you don't respond quickly to the questions that I have. So, I it does not come without lots of support from the board and yourself. So, I'm I'm I'm thankful for for that experience. So, um, but I appreciate it and I'm always
in your ear about what we need to be weary of, um, because I know that you're across the state working with schools as we all try to tackle new legislation and how we're going to implement it. So, um, but I appreciate that. I if if there
isn't anything that you feel um is heavy as we just finished then I think we'll go back to starting with 01000 the bylaws and then um we can just go in order from
there unless you want Miss Kelly or Dr. Moore to start in a different location. >> Well, thank you for your time today with me and I apologize for not being able to stay the whole time, but um when you
switched your dates, >> yeah, >> I had already had a a appointment with another district. >> No worries, Dr. Reed. You know that I'll be contacting you with my questions. >> Absolutely. >> All right. All right. Thank you. Have a good weekend.
>> Meet you, Dr. Moore, and to see you again. >> Thank you. Thank you, Dr. >> Thank you. >> Thank you. Have a great one. where we going from here. >> Um we are going to start with um the 010 0.
>> Let me find that >> cuz it's so 00. >> What does it look like? Maybe >> um so I think you might be >> um what number do you currently have in front of you, Dr. Moore?
Um what's what's this one here? Go back to the page. >> I thought I heard it. >> Yes, you was right there. You're ready to go after your legal notices. >> I looked at all of it the other day and >> miss. Yep. So, you're almost there, too. There you go. >> It's on the back of here. That's where
it is. >> So, these are two legal alerts. And then here's our checklist. >> Okay. >> Of where we are in order. >> Um, >> our legal. Do we need to look at those? >> Um, I was going to wait till
the later so that we could try to work our way through some of these, right? Um, so go to the beginning uh the front, the very first. Yep. Start on the front. And before we kick in, um, I have us at ending at 11. >> Okay, that's right. >> Yes. Yes, ma'am. >> Okay, that's fine.
>> Let's see how how or we can go longer. >> I mean, I can I I'm open to >> longer time. Okay, so 11 and we'll see where we land >> and then we can reschedu. >> Um, okay. So um with 01000
um this is uh it is on page two because of SB78 >> it's redefining the personal communication device section. >> Yeah. >> So it's aligning with the other policy and um it's including even in your
bylaws from board what now fits into personal communication devices. So, uh, Dr. Moore, as a point of reference, when we're looking at revisions, if it's in green, >> that is the new portion that is being
added to the policy. Um, and that's in essence the update. >> Sometimes, for example, when you see the word uh the section policy, sometimes the update is simply a word change. So they went from which to that.
So it could be a wide range of green text. Um and but that is a the alert for us to take a look at >> from which to that. >> Yes. So >> or shell or shell to a may or
>> um so for >> this is going to be a lot much easier than where we came from. >> Yes, it is. So, for example, underclassified the blank I've already gone back in. So, it reads a Metropolitan School District of Pike Township. That's what's missing. >> Yes.
>> Um, and at the top, we have checked bylaws and policies and the superintendent administrative guidelines. That's our current check. >> Yeah. >> Okay. >> The school boards or the >> the f the second check
>> bylaws and policies. Yep. And down at the bottom it's the um Metropolitan School District of Pike Township or the MSD. We just spell it out from a policy standpoint. That's what it is. >> And then everything else when it comes to this policy, you'll see green on the
very last page. And that's because we're updating the year. Um and that's everything for 01000. >> I didn't see that. Where's that green at? Let me see yours. Um, it's down on your very last page. Your your It should be three pages on the market.
>> There it is. There it is. There it is. I got it. I got it. >> That's just the date. >> Mhm. >> Yep. So, here we go. The talks about the difference between the show, the middle, and the May. >> Okay. So next is um 0150
which is the organizational meeting. >> This one right here. >> Yes. And that too um it is it clarifies Indiana code. Um it has it clarifies the mandatory timeline
requiring the school board's organizational meeting to occur within 30 days after the commencement date of the member's term of office. And so you'll see that in green. Um that is the green portion. Your the
current policy that we have uh lists that the ranking officer of the board is the one that preides over the election. So um just as a footnote for you all, that's what's currently in policy. >> And I think we leave we can leave that
as is. >> Yes. >> Yes. So, it just denotes and reinforces the 30 days uh the 30-day timeline here. >> Um in your packet, I don't know. Yes, the blue document is actually they provided us a sample of of a public meeting notice
>> just as an FYI. So, um it's not part of the policy, but often sometimes they'll they'll give us an example so that we have a point of reference. >> Okay. So, that's all there is with that one. and we're going to code the
>> uh so 1220. So we have now left bylaws and now we're moving into um just standard policies. So bylaws are um
anything in the zeros. >> Yeah. >> Okay. So this is um employment of the superintendent. Um, this has been revised to align with uh Indiana code. Specifically, it was updated to include additional
information regarding the notice of hearing on a superintendent contract, a board resolution upon appointment of a superintendent and posting of superintendent's contract. There is a the legal reference has been updated. So
when you look at the first page, you'll see the green is new. So they've added an aspect in here that says that the board shall appoint a superintendent if a vacancy occurs or will immediately occur
in the office of the superintendent due to uh expiration of the term, death, resignation or removal from office of the incumbent superintendent. the board shall fix their salary and term of employment and it moves on. So they're
much more specific. >> Um it was broad before and now they're getting more specific at so that it aligns with Indiana code for your reference. Um the it's the next section where it says no select this option if the board
is elected. You are elected board member. So that part is currently checked in our policy. Mhm. >> And then at the bottom um it may be added in the task by A B C D are all checked. Um letter A for the next
section is currently checked and all of B through G >> checked. >> Checked. Then there are some areas in here. Um >> so A there and then on the next >> all of these. Yep. A B C D. Mhm. And the next one.
>> Yeah. >> And then on the back side, B through G. All of them. >> We have all of them. >> Yes. >> Yep. Um so there is a small revision instead of at least 7 days before they just use the word before. That's been updated.
And then under the name of the candidate for position of superintendent, it was shall be included. Now Indiana code has revided revised this so that it reads is not required to be disclosed.
So it went from shall to in essence in my mind may they put may. >> So now just for clarification we do not have to post >> the name of the candidate for position these seven days. You no longer have the
7-day window >> after what? >> Up here. >> That's what I'm trying to >> correct. Unless they have signed the employment. >> It It used to be that you had to do it within 7 days. Now they've taken the specific 7-day window away. You just
need to do it before a contract for employment is entered into. You need to hold a public meeting. >> Cuz we used to do it then have to wait >> so many days. Correct. Now, I'm just wondering to do is just hold a public meeting. >> Yes, correct. They they removed the timeline. Well, the 7-day timeline, I
should say, >> cuz we used to say we would all I think the last time we gave ourselves like 10 days just to make sure we were within that 7-day window. >> You don't have to do that anymore. >> Right. Correct. I'm just >> Yep. Yep. And so, the next portion of
that is you're you're no longer required to disclose the name of the candidate. That's also new. Um it's not it's new but it's it's not in the sense of it it already read shall
not be included in the notices. >> Now it's saying is not required to be disclosed in the notices. >> So when you hold so once the hearing is held that's when they'll find out who those people are. Right. >> So the community doesn't necessarily
have to know prior to that. >> Correct. >> Or >> till you give it to them. >> Um so A B C D E >> I think the community community may have an issue with not knowing >> community doesn't know until you tell them.
>> Right. But I'm saying if they don't know who Well, let me let me let's read this in its entirety because there's flexibility there. The name of the candidate for the position of superintendent is not required to be disclosed in the notices or discussions
of the pro processed proposed excuse me contract. >> It it's is not required but that doesn't mean that you can't do it. >> Right. >> Right. They they're not saying that you have to do it but you can. But there may be folks that say interpret that as
we're not going to give people information. >> That's not what that's saying, Miss. >> Okay. >> That's basically saying you have the option. If you get pressure, you can't. If you don't get pressure, you don't have to do it.
And I think that there are other so attached to this um you have some flexibility. The board has flexibility when you're when you're making your notice because that's what this is, right? You're it's giving you
the guidelines in which you're making notice to the public on this particular process. So you have um you have the ability to give a b c d which includes all the benefits um and
the and paid aspect of it. So, um I think it prior to the shall not be included in red which has now been deleted actually gives the board more flexibility in how they navigate the the
that position and the information related to it. Um the green portion underneath that um gives the resolution piece of this. So the board's appointment of the superintendent shall be affected by
resolution of the board that that aspect of it and the resolution must specify the day on which the superintendent's term begins and the day on which the superintendent's term ends. The superintendent salary must be prescribed in that resolution declaring the
superintendent's appointment and must be paid to the superintendent in a frequency determined by the board but not less frequent than monthly. So, this is an ad. >> This was not in the previous policy. And so, that tells me,
um, Miss Kelly, I believe you've gone through this process that in the past, the board has not gone this route from a resolution standpoint. So, I highlight this because this would be a new step >> that had not been taken before.
>> Okay. All right. Um the board shall post the provision of the employment contract that the board enters into with the superintendent of the school on the school's website. That too is new. >> Okay. So just some asterisks for just as
a point of reference um as you're keeping your notes and your um going through these. Okay. That piece is the only new piece to this particular policy. >> So down here, so we already have
>> you chose we used option A. >> Okay. >> Was it that may they may be employed >> and um we also choose option C. That's where our current policy is, right?
And we do not utilize option D, E, F. And then in our other options to be considered, we have chosen and are working under adverse workplace behavior or behavior that affects the workplace
that arises because of personal relationships will not be tolerated. And the superintendent so appointed shall devote themselves to the duties of their office. Those are the two areas that we're working with. >> Adverse and
>> superintendent. The superintendent is appointed. So the one underneath it. >> Okay. Those two. >> Yes. Yep. >> What about should I'm looking at the option any relationship
that interferes with the corporation culture team. I'm wondering if >> will you read which one is that >> second one any relationship that interferes with >> any relationship that interferes with the corporation culture of teamwork
>> harmonious work >> harmonious work environment or product productivity of employees will be subject to discipline up to including termination >> we don't have that currently but I'm
wondering if we need to consider May I pose a question? >> Yes, you may. >> Can that statement fit into adverse workplace behavior? >> Adverse work workplace behavior or
behavior that affects the workplace that arises because of personal relationships will not be tolerated. Corporation employees will disregard policy will be subject to discipline up to uh and said
including termination uh any relationship that interferes with corporation culture in workplace. Um when when I look at the two um
I think um the one that adverse workplace behavior if reported it could work but if reported it work. But when you talk about any relationship interference in corporate culture, workplace,
>> I'm not saying get rid of these. I'm saying >> no. Listen to what I'm saying, man. Adverse workplace, if reported, could work. >> You got to have enough within you to say, well, if I'm being affected, who could I report it to to get some, you
know, either one of them would have to be reported. But if I but if somebody else notices this relationship, >> but it has to be reported. You're not listening to what I'm saying. >> Well, but that's any of the scenarios. >> Right. Right. The scenario is um if the
workplace is being affected in any of these in no uncertain terms, it has to be reported. And so are people to the place to where they can say, "Hey, I'm feeling this and I see this." Does that make sense? And I and I think it needs to be
addressed. Um, I think either one of them could work, but it has to be the individual who who will step up and make it known. Miss Kelly, may I ask um how do you view um them differently in
the sense of what's not being covered per se in the adverse work what would be classified as adverse workplace behavior that that you feel we need to check that and you could you by no means am I saying don't check it you all can can
move in that direction but I'm just proddding so I understand what is missing from that line that is added by adding the additional one. >> Miss Kelly, I don't think you're wrong or anything. I'm just saying
>> and and I don't think that there's anything wrong with adding it. Um but in from a policy standpoint, how do you view them as >> different? Because if we have someone to adopt saying that that re is going to
affect the personal relationship but I'm saying if that personal relationship is identified and we cut it off we may even cut off before it affects
>> so other things. So the any relationship that interferes with the corporation culture of teamwork, the harmonious work environment or the productivity of employees will be subject to discipline up to including termination. So, in my
mind, I'm just speaking out loud. This could potentially be a situation where I don't necessarily have an adverse adversarial work environment with Maggie, but I may have um
yet Maggie and I don't seem to be working eye to eye. And when you say yes, I say no. And we're not making any progress. And it's affecting in essence our work environment. Am I headed in the right direction? >> That Yeah, >> that's part of it.
>> That is part of it. >> Okay. >> And my influence and my influence >> is affecting others >> towards me to get their >> Okay. >> And prohibiting Maggie from getting done what she needs to get done or whoever's in whatever
position they're being styied from. >> Yes. And so based on because I'm processing when I'm giving you the example based on that then I would say that scenario does not fit within the adverse working environment and you're at liberty to check
>> that >> because well and it's interesting last night when I was leaving >> because we've been talking discussing the human dignity like lots of different things. So when I came out of the
graduation last night, we clearly have our human dignity >> yes >> policy >> on the wall for everyone to see. >> And I was looking at it and >> yes that's could be if you violate that it's going to be adverse but if I
violate that culture is then affect. So I'm I'm the culture and the >> you came up with that yourself. you and someone else. >> No, when I was there last night, I read the thing and I'm like and I'm looking at this and I'm like, we need to protect
the teamwork, >> the culture >> of the individual, it's got to be. So that is what as I was reading it like you're saying the difference between >> if it's going to prohibit people from being able to
think and do and move in the position that they're in. I'm not saying go out of the scope of what you're assigned to do, but if you don't feel comfortable >> that you can even Yes. that moves over into an adverse >> but >> yes
>> before you get there. Understood. I I understand the direction that you're going um with this. Uh Dr. Moore, any feedback on that? >> Uh which one did you have selected that you had these point? >> Our current policy has adverse workplace
behavior. Our current policy does not have um any relationship that interferes with the corporation culture of teamwork. So the question um I think Miss Kelly is posing, she'd like to add it. Mhm. >> Any concerns with adding that?
>> I mean, my concern in in in the not in in the whole situation is whatever arises that would affect um whatever is in either one. I hope I'm
not >> sure. Yes. Understood. >> It has to be addressed. >> All right. I want it covered. >> I want it I want I want it I want it addressed. I and I I don't want it prolonged. I want it addressed to fix whatever needs to be fixed so that
culture does not become damaged, that teamwork does not become ruptured and that um influence does not be be misinterpreted. >> Are you understanding what I'm saying? >> Yes. And so it sounds as if you're you
are on the same page when it comes to that, but I will remind you that um >> or is there somewhere else that's already that's already covered? >> No, no, it it isn't. But checking these
doesn't the policy doesn't encompass what for example Dr. Moore stated earlier. It doesn't encompass someone saying something, >> right? And so we it sounds as if you want to add this check, but that that's not
going to necessarily guarantee that piece. >> Here's what I see, Dr. Bishop. Someone experiencing this being able to saying say it and still remain safe in saying it. Does that make sense,
Dr. Bishop? >> Yes. >> If I if if if Dr. Kelly comes at me and I for so much and then all of a sudden and I go to Dr. I'm using us since we're sitting here. Sure. >> And I go to Dr. Bishop. Dr. Bishop, I
got an issue. Can you help me? Dr. Kelly's beating me down. Can you help me? Okay. I just feel I'm being beat down and and I I feel I'm having problems in
the workplace. I feel my relationship is just not there. Can you help me? All right. And you and doctor, she addresses you with it. >> And and I'm comfortable that she
addresses you with it and I remain an employee in good standings and things begin to heal and mend and I can and I can do my job. That's the kind of stuff I'm talking about. I'm not on I don't have a target on my back and people don't look at me because
of my influence on them >> to start looking at me differently. >> Yes. >> Based on what you've told them. >> So based on your scenario >> Yeah. >> then I would say adding this check expands including that type of scenario.
>> That's exactly right. >> That's that's what I'm wanting. Um, you are you on board to add it, Dr. >> I think there needs to be another dimension added to that. Dr. Dr. Bishop, if you listen to my dimension, it might not be as eloquent as it should be,
>> but my dimension is to protect a person >> who has that issue. >> So, we can definitely look at um a policy that um I I wish I could. So, we
do have policy that I can pull for you. >> Yeah. >> Um, as it relates to potential retaliation. >> Yeah. >> Which is separate than this because this is just related to the superintendent. >> And then >> I don't care if it's the superintendent
of the janitor, >> right, >> that does it to the person, whoever. >> I don't care if who it is. And >> all I'm basically saying in that scenario is that person who has that particular uh workplace issue going on,
I I want that they they ought to have that particular situation. >> Yes, I would like to see the policy that you're talking >> we need to create a policy. >> I believe we have one, Dr. more >> and I think it needs to be brought up immediately >> and addressed
>> to where any employee >> uh can can come. >> So if we can address >> any employee, any cabinet member >> checking it, I'm fine with that. >> Well, I don't think you can. And so let me let me broaden this. This policy is
just stating you're expanding the reasons why um this would be an issue, not what the steps are if someone does this from a protection standpoint, if that makes sense. That is going to be found
in a totally different policy that I'm going to pull for you. >> What protections they have. >> Yes. What this does. Yes. And now that I look at your face, we we updated it. It was a really long one. And so I will pull it. Um but this what this does is
expands the reasons why you as a board would look at certain concerns. >> Yeah. >> Not not what happens after the concern. So not only are you going to look at adverse work behavior, but you're also going to look at any relationship that
interferes with the corporation's culture of teamwork, the harmonious work environment. >> Because even if they don't report to us, but I've seen that interaction. Yes, >> I can say to me that is >> yes because these options are not as
much as I said you know someone needs to report it they're not contingent on being reported if if if you physically see it >> right >> you now have the ability within your policy to address it >> yeah go if if I see it if I see somebody
coming at you or if I you understand what I'm saying doctor But that gives us then the authority. >> That's all I'm basically saying. Yes. >> I mean I mean >> So are we saying we check it or we don't check it? >> I'm saying we we we take it up for
review to where till Miss Dr. Bishop gives us what we need to create the policy that's going to to to cover the janitor to to listen to me now. The janitor to board to board to not board
members to team members whoever >> uh who feel that that they fall under that type of scrutiny. >> So why don't we table this? >> So here's here's what we'll do. Um we'll table it. >> I'll find the policy that that you're
making reference to. Uh Dr. more and then we'll come back to it. We can cross reference it with what is in the policy of what happens after the fact, the protectional piece and and then that may give you some insight on whether you
want to expand this and then it'll give us a point of reference on any potential new policy creation. >> Yes, ma'am. >> Okay. >> I just want staff to feel And Dr. Bishop, great point. What you said about the bringing the conversation
up on this on this issue. One is how he brought, >> you know, but my my thing is is uh I want um I want the secretary to feel protected. I want you to feel >> protected about your feelings in the workplace. I want
>> I hope I'm understood. >> Yes. >> Okay. Okay, the next one is 1520. >> Let me see if I can find that one. >> 08. >> Well, I'm on it today. >> I'm on track now.
>> So, 15.08. Um, it's revised to mandate the IHSAA sponsored coaches, whether paid or volunteer, be properly rostered and accredited um before student contact. Um
so um >> this the right one doc. >> Yes it is. And so on the back page of page one you'll see uh Indiana code has been added. So all coaches of any I
IHSAA sponsored a athletic activity must complete one or more certified coaching courses. And we offer all three of those. They're mandated. And so now they're actually putting it in in the policy. >> In the policy. Yes. during um there there's a coaching inservice in the
summer. A review of these um trainings are are covered there. >> Must be updated. >> Yes. And then there is additional ad here that says that any paid or volunteer coach of a program must be rostered with the IHSAA and accredited
prior to having any athletic uh contact with a student >> which is the AD's u criteria to check out. >> Yes. Yes. Um so um there there is also a reminder that in addition to uh courses
already required by Indiana law on concuss on concussions, heat illness and prevention and sudden cardiac arrest, coaches will have to complete offerings on protecting students from abuse as well as student mental health and suicide prevention. And that is part of
the training that we offer via um virtual sessions to all of our >> every staff member has to have that. >> Correct. Already >> correct. Now my the sudden cardiac arrest is that talk I know we have the
policy about the >> CPR >> that CPR but the >> devices that's part of here. Okay. >> Yep. >> That's the AED. There we go. Yes. >> Yeah.
>> Cuz we spent time on that policy last year as well. >> Dr. Dr. Young, there are some policies Dr. Young think about Dr. Moore. There are some policies that I feel we they stick with us because we spent so much time in the length of going through the
pages and the >> shelves. There were some maze there and okay, we're going to air on the side of >> Yes. >> protecting students to make sure >> you have to do that. You have to was >> because if you don't, it's going to it's
going to always haunt you. Yeah. >> Well, there was also the phone. >> Anytime you deal with students, >> resources are a wash. >> I could say it that way. Would you agree with that, >> Dr. V? Came up again in that policy because students may have been
the one that have to call for 91. I mean, >> yeah. So, >> I don't mean a wash, but you understand. You got to spend resources on student. >> So, the last portion of this um is on the last page, and it it adds the
Indiana code of um when they go through the accreditation by the IHSAA um they're they're basically going through the back background check. >> Yeah. >> You know, has been >> Yes. has been convicted of an offense
described in and it gives Indiana code um and then has has committed misconduct described. So those are all key things that we're looking for >> under the mandated reporting. Anyway, >> it does. And that >> um box at the bottom, we check where we
shall report to local law enforcement any suspected misconduct. That's that's found in all of our policies. >> Yes, >> we have. >> Yes, option. >> All righty. So, I'm going to bring your
attention to this next one, but it's one but it's three. >> Yes. So 1623, 3123, and 4123 are all the same policy. >> 16
>> 1623 >> 1662 >> uh 3123 >> 1623 >> 3123 and 4123. Okay, let me find
>> these in essence are um the same policy but in different areas in our policy hand hand guidelines. So they um one is for teachers >> uh 3123
>> I got 3121 did you say that? >> Uh 3123 you're close >> it should be the next one. 3123. >> Take that one. >> Get that one out of there. >> And then you're looking for the next one is 4123. >> I got I got
1623. >> Mhm. >> 3123. And let me get that out. And then 41 >> 4123. >> So 16 is students. >> Um I believe Uh, I think it's >> 23. There it is right there.
>> Staff. Um, >> okay. Staff is 16. >> Yeah. And we split it. So, there's certified, classified, and admin. And the numbers, don't quote me on that, um, Miss Kelly, but it it's certified, classified, and then the admin piece.
>> 41 is admin. >> I I think Don't quote me. I don't. Yes. But they're based on certified, classified, admin. >> Don't take me, but one or two could get pretty sharp at this. I witch it now.
>> Okay. So, this um is a revision in all three areas. When we address policies, oftent times it's the same policy in multiple areas because the policy covers classified staff, >> certified staff, and administrators. And
that's what this policy does. Um 31. Um the first page >> 31 >> I'm sorry 1623 Miss Miss Kelly I apologize 1623.
Yes. So there's one green here that basically it just highlights administrators >> on the first page. >> Yes. Um >> second page is students handbook. Um, so as a point of reference for you, Miss P,
because I know in our current policy, we list um the assistant director director of exceptional learners. We don't list a person per se so that we don't have to go back >> and we that's what that we had that discussion.
>> Yes. So Maggie leaves, we don't have to go back and update the policy because now whoever is the new ex assistant director, it just automatically goes to them. So we listed position only not name >> assistant director >> exceptional learners. >> Oh exceptional learners.
>> Since this is a um five section 504 ADA uh disability discrimination it falls under the exceptional learners. >> Okay. Um so uh the question I have for you all
is currently we make notification u of the 504 um requirements and possibilities and needs in the staff handbook. Um we do not have it listed. So they they
revised in the corporation's annual report to the public that has now been removed and they put student handbook um on each individual school's website or in the corporation's calendar. My question to you is um
we lost one of the options when we no longer do the annual report. Do you want to include one of the other options or do you want to just stay with the staff handbook? >> I would say staff hand I would like to in staff handbook,
student handbook and if we can add corporation website. >> Okay. Question for you if I may. This is for adults. So, is there a reason why you would want to
add the staff information into the student handbook? >> Wait, you're saying st Okay staff? >> Based on what she just said, Dr. Dr. Miss Kelly, student handbook sounds better because it's going to be going to parents, right?
>> Yes. But this, remember, this policy is dealing with the grown-ups. >> Okay. >> Look at this. >> So, >> the grown-ups who are student learners. >> Yes. And yes, uh but but it it deals with the parent side of this. It it
covers students, but the question would be um >> could we say parent student handbook? >> You can >> let's do that. >> You can >> parent student handbook. >> You So we'll add it to
currently. Let me say this. We have a disclaimer in our student handbooks that give the information of who our ADA compliance person is.
What additional information would you want to be added to that? >> The disclaimer. >> Mhm. So it just says >> it just says >> if you have a yes >> question you contact >> yes >> disposition and here's their contact.
>> Yeah. >> And that's already listed where >> um so um the wonderful things of technology. Let me pull it up so you can see it. So with the rights and responsibilities that go home with a student when
they want to like if a parent has a complaint about a violation is that is that in there as well? >> Um so we'll just take a look at for example the elementary. So, for example, here is the policy notification
statement and down here you'll see here is um >> and that's in the handbook. >> Yes, in all of them. >> Okay. >> And >> I guess my concern is how >> come right here. >> How often are compliance
>> refer anything to go into compliance? You're saying >> no, this is the notification. It's already in the all all of the student handbooks. >> Need to leave it in there then. Right. >> Right. It's going to stay there. But I'm saying how many parents are actually going to their student handbook if they
have a question. >> Uh that I can't answer. >> No, that is something she could not answer. >> No, I'm saying >> I guess mult as many ways as we can get that information to them is what I'm >> So I'm going to So we have staff
handbook, uh student handbook, um and then we've got two other I guess for um as it relates to the corporation's calendar. I I don't know how that fits for us. >> I'm not saying the calendar. No. >> Um >> I'm saying Well, and if we do it on the school's website, that could work, too.
>> It's um So, let's pull that pull this up so that you all can take a look at how you see it when you go to the website. Um >> that should say parents and student handbook. >> Yes, it does. >> Okay. >> Yes. Um and I'll I'll go back to it so
you can see the front part of it. Um, Dr. Moore, it's listed as student parent handbook. >> Great. Great. >> Okay. All right. So, let me um go I'm sorry, Miss Kelly. I didn't show that to you. >> No, I >> Yeah, I've seen those. >> Okay. All righty. So, on the website,
um, let me pull that up for you all because here's the other piece. As we're as we were talking out loud, um, I mean, we didn't have a check student handbook, but we were already doing it. >> Good, good, good. >> So, right. So, some of it may be that we need to our check marks need to catch up
with what we're actually doing, >> right? So, check staff. >> Yes. >> Student. >> Um, let me pull that up here. So, >> but no matter where I go on the website, I've got access to the handbook, >> right? >> Yes.
>> So, it's there already on the website. >> Yes. >> Okay. >> That's what we want. resources. So, we've got um under resources, we've got Title N information, human dignity information, but to your point, Miss Kelly, and I may have missed it, so I'll
have to look again. I'm not necessarily seeing the ADA piece on here. So, we could make it make sure that it's on the website. >> I just want folks to not say, "I didn't know. I didn't see it. I didn't
>> so many times and things can be right there in your face. >> Okay. So, I'm not here. >> So, we're doing the individual. >> So, two of them. Two of them we've already taken care of. I need to double check. It may already be there. I just didn't see it. So, the individual schools website.
>> If it's not there, we know that Dr. >> Bishop is going to make sure it's there individual >> for the community. Yeah. >> Yeah. I I think it's it's important that that uh since we're doing new website stuff. >> Yes. >> That we create uh this uh this marketing
piece >> to to to to create a more user friendly >> would I be right Dr. Bishop? >> Agreed. for for for for for community. I mean because whether you realize it or not, a lot of people are just not uh commun computer savvy right now. And we
got to we got to do that because education is taking a different turn all together and and and people are going to have to we're going to have to do something to help them whether we want to or not. >> Yes.
Okay. Um under um the personal complaint procedure down at the very bottom >> where it says end of auction. >> Um yes, we currently have checked the CO may consult with the um
the board's legal counsel before finalizing the report to the superintendent. Um that is currently checked. >> Yeah. >> So um >> we want to continue that behavior. I I believe >> the compliance officer is aware of >> Yes. Yep.
And the practice has been if there is a concern or a complaint um that they are currently working with legal counsel and the superintendent to process this. Um you currently have uh the decision of
the superintendent shall be final. You have that checked in our current policy. and um including all at the top there on the end.
>> Oh, you you you've gotten so quick at this uncomfortable. You taught me well. >> You are well on your way. You are correct. on the last page um >> documentation training provider corporation personnel related to the policy. Yes. Including but not limited to application.
>> Yes. Yes. And then of course they go in and add all of the federal statutes to um the ADA and the FURba. >> So all of that is new is new but it's just adding the legal aspect of it.
>> The A through are >> um >> we don't >> we don't have any of that. >> Nope. >> So, basically what I did is I repeated what we just went through because it's the exact same policy
>> in um 1623, 3123, and 4123. >> It's just at level. >> Yes. >> And so um >> that saves us some time. >> It does. And so this, let me make this bigger for myself. >> We're doing extremely well. Got a lot
coming today. >> Individual websites. >> Still got a decent stack. >> Okay. All righty. So, um 16 62.01. Um what it does is it expands. Um
>> did I get that? Uh, yes. >> I think I've already did that. >> 16662.01. >> Go ahead. I'll catch you. >> 1662.01. >> It may be in this. This one I think is just to add in.
>> Yes. And this one is a technical correction, so it's an easy. It is literally adding. >> We had already looked at this one as well. >> And it's been a couple of years since we looked at it, but yes, to your point, yes. Um
>> 16. >> It's it it's easy to to get in there. Here it is. Right here. Dr. Right here. >> This Oh my god, I'm looking dead at I'm sorry. Forgive me. Um and so this one is a technical correction and the technical correction is adding the update on um
non-discrimination and employment um the policy numbers. >> So um and the name of the policy number, >> that's the only thing that's changing here. >> And those are those up on here. Do we have those in our packet? The 30
>> I do not um believe 31. No. 3122. Um, >> so none of that got updated. >> No. >> Mm- >> No. No. >> We're in good shape with this one. >> Okay. Um, and uh, Dr. Moore, with your
permission, we'll make mandatory curriculum the last one since it's 11:01. >> 11:01. >> Okay. Uh, okay. 2221 is mandatory curriculum. >> Got it. >> All right. with um 2221. This policy, the changes come from uh
the repeal of previous semester long safety education classes in in 8th grade. So that's no longer required. Um and then there is language in here for mandatory uh instruction as required for let's see
here. Um, this updated policy now provides a more comprehensive and accurate framework for mandatory instruction as required by Indiana code, specifically regarding hygiene, sanitary science, and the broader curriculum standards, including language arts,
social studies, and citizenship, science, fine arts, as well as safety. So on the first page, you'll see um that the expansion is the principles of hygiene and in sanitary science.
That's what it was prior. Now they've added which must explain the ways that dangerous communable communicable diseases are spread and the sanitary methods for disease prevention and restriction in grade five at a minimum.
So um the green portion is the expanded definition of what they want taught >> and the date changes on the next page. >> Yes. Yes. Yep. So um for letter W uh instruction
language arts included English, grammar, composition, speech and second languages, math, social studies, citizenship including the constitution, governmental systems and histories of Indiana and the United States sciences
including computer science and that's a new >> uh fine arts including music art and health education and physical education safety and the effects of alcohol, tobacco, drugs, and other uh substances on the human body.
>> Yes, ma'am. >> So, that just is an expansion of the required curriculum. >> We also check the end of the option. >> Um, yes, we did. When down at the bottom, you currently already checked to Dr. Moore's point. When required by law,
the board shall approve the course of instruction prior to the use to use in the classroom. and and that is currently in your in policy now. And that's it >> for for that one.
>> For that one and for today. So we still have um some to get to. Yes. And um if you if you would I apologize Dr. Moore. I should have got to this senior, but I need your help with this. >> What's that?
>> We can do it now. Here is policy 6116 from your review. Okay. >> You want you want to do it now? >> Uh yes, please. >> So 6116 is being brought. It is not a current policy that we've had before. Our policy, our procedures from a
business standpoint um have been established that the policy was never utilized. However, in recent weeks, um our um federal title grant money was um
we were asked to do a desktop monitoring between um the business office and the curriculum department. One of the um it wasn't a
one of the ask is that we have a time and effort reporting policy. And so um they right now it's not enough from the lens of the Indiana Department of Education just to have clean
processes. They want a policy that reflects the processes. So this particular policy that we've asked for them to review would suffice to meet the expectation that they say we're not meeting right now.
>> So even with the two previous cross referenced policies, we were still not in good stand because I remember >> did we look at these two? >> We did >> because there because the language I'm looking at this I remember seeing
something about >> Yes. And so last year or the year prior, we received a big section from the federal updates which Miss Kelly is alluding to. And at that time, we felt that we had other areas that encompass
this. What we've now heard from the Indiana Department of Education is it does not. And they want a policy that gives guidance on time and effort reporting. Specifically, if for example um I am a teacher or a staff member that
is getting paid from federal dollars, I'm just going to use title one federal dollars. >> This gives very specific documentation for the business office to follow the time and effort log of the teacher >> and so >> accountability statements.
>> Yes. Yes. So the other one because it's time and effort as well the 20 the 200.43 and 2004 431 those are time and effort as well
>> statute and so we we fell back on statute but they >> but did not have a yes >> to match statute. >> Yes ma'am. >> So this is just to match what we're already we're already doing it. >> Yes. This is just a match, >> correct? >> Okay. >> So, this is going to create another job
position. >> Uh, no, we're already doing it. Um, >> is this going to increase the load? Maybe. >> Uh, not necessarily. Um, basically, um, we need something to support why we're doing something already. >> Okay. Another step of accountability. >> Yes, sir. Okay.
>> Yes. In in essence, so I think that aspect of it um maybe adding a column to the dashboard to show whatever. >> Yes. And so I know that our business office has been in communication with the I the Indiana Department of Education to make sure we actually sent this policy
>> and they laid eyes on it and said yes, this would work and then that would remove the ask from them to get us in alignment. >> Yes. >> Would get you in alignment. >> Yes. And so when this came about and they went through the desktop
monitoring, I reached out to Dr. Reid and said, "This is what we're hearing. where do you think we could go with this? And she sent this and I'm like, "Oh my gosh, we've seen this." Yeah. >> Um and so we finally got word back from the Department of Education that this >> this would work.
>> This would work >> cuz I'm like this looks at Miss I'm like Miss Barnes and I sat at the table and we looked at >> Yeah. >> Yeah. >> effort and reporting it. >> Okay. So it seems like we're going to have to create the accountability piece that >> Yes. Yes. So with your permission, I'll
add this. um to the first reading that I'm going to bring to you on June 11th >> and I'll let the business know that we're starting the process with this specific policy and this >> how soon do you need this? Is this a ASP deal?
>> So, what will happen now is I'm going to take the the policies that we went through. I am going to put them in a memo. My administrative assistant will scan them with all the checks and then you'll receive them to do one in your in
your packet. >> In your packet. Then on June 11th, it's your first reading. So the whole entire board will have an additional two weeks >> to look at it. >> To look at it. Yes. >> Okay. >> Yes, ma'am. >> All right. >> Let's get it rolling then. >> Okay. Thank you both for your time. Uh
no, it's for your reference. Yes. >> This is what we're going to be doing next. >> Yes. So this lovely remaining stack is what we have left. >> I think we got the main one done. Main tree. >> Yes, you are correct, Dr. Moore. >> Thank you for
take the recommendation. >> So um I can you all can let me know. >> No, you let us know. >> It would be good for you to let you let me know like you did last time the dates that you have. Miss Kelly, if you want to take a look at your calendar, >> you send them to me and then I'll work
with my >> It doesn't have to be I mean pressing just because honestly from a um law July 1st the the main one >> we we're taking care of it. It's going to mean Yes, sir. Thank you for letting me use it. Um >> well, no, you could keep it if you
wanted it. >> I'll lose it, Dr. Moore. And then I'm going to be like, I lost my one good pen. >> You lost a good pen. >> I know. Um, >> so I think that aspect I think is >> summer is already flying.
>> All righty. Let me um get Mr. Herbert's attention. >> Oh dear. >> Okay. >> I lose them, too. I leave them in my jacket and the cleaners never return them. But that's why I buy them all the time. I like good pins.
>> Okay. Think >> we had a great time today. We got the two >> was productive. >> Was productive. >> Go to some other things and get ready to go to graduation. I'm going to get out there early today. >> Yeah. I'm I'm not going to I'm But
they're trying to do >> birthday. I'm going to see if they can go before 4:00 cuz I can't do 4:00. That'll put me too close to graduation. >> Yes. try to get out. I get I got to go
to >> I can No, you're good. Yes, that would be great. Um, so make sure we were live feed. Yes. >> Um, Miss Kelly, if you can let me know
um what works for you. >> Yes, we are. >> Okay. Next week starts June anyway. So are there any are there any times that >> y'all just sent them to me? >> Aren't you going out?
>> Not till July. >> Oh, okay. >> Um I'm very flexible. So, um, whenever you, um, so we've got meetings, we got a board meeting on the 11th. I'm going to
take first readings on the 11th and hopefully approvals on the 25th. Um, >> we have a meeting the 11th and the 25th. >> Yes, ma'am. >> Excuse me. I'll be right back. The 11th is
so not that I have ISTA that day, the count. So, Do you have anything on the week of the 15th that gives us kind of a couple of weeks for you to kind of disconnect? >> Um the 15th works. >> Okay.
>> Um I have um >> so that week is >> that week >> open. >> So um >> what is that? Oh Junth. So yeah, that any day that week right now. >> So let's see if um maybe do you we have
cabinet on the morning of the 15th, but I have availability the mornings of the 16th, 17th, 18th if you want to do morning instead of the afternoon. >> Yeah, morning is good. We get in we get it done and then I can go on to >> So maybe June 16th.
>> 16th. >> Are you good with Yeah, let's keep it. But I guess and he can >> we'll see what um Dr. Moore says when we get when he gets back. >> No, I'm not like
>> I don't know why they felt like >> like I couldn't hold tomorrow's meeting. >> Oh, you guys have an exact session? >> Yes. >> Oh, in the morning, right? >> At 8. >> Oh, sorry. I'll be at work. >> I mean,
>> are you guys here? >> We're at >> Yes. >> Okay, >> we're here. >> Um, Dr. Moore, are you available on June 16th at 9:00 a.m.? >> I really don't know. I have to give my >> You want me to text you? >> Please do. Yeah, that would be good.
>> Okay. >> Yeah. >> All right. Now, I will put it in >> a little bit. In case he's not available, Miss Kelly, what would be your backup? The 17th at 9:00 a.m. >> Actually,
that week, right now, any day. >> Okay. All right. >> Open. >> Okay. So, I'll text right now. >> Yep. Later on today. And then he can let us know and then we'll set it based on what he confirms. >> Okay.
>> I put check. Yep. Thank you. >> I don't remember. signing those V4. >> Yes, ma'am. >> Is that new? >> Dr. Hunter just asked that you sign them and if not if it's not needed, he'll let us know.
>> Okay. Cuz I don't remember >> compensated for that. >> Dr. M, just do what they ask you to do. >> No, I'm just saying I'm not declining anything, but I'm just saying it's different. >> You've been running with Miss Barnes too long. Stop being this complicated.
>> I'm just here, Miss Kelly. >> I'm just Thank you. >> Okay, we're we're done. And guess when I'm going to see you guys this evening when we're celebrating. >> Hey, what time you going out there? Cuz you know that traffic I know. I know.
>> Yeah. I caught myself sometime leaving about 5, you know, Miss Miss Kelly. >> Yeah. >> And it 38th Street. That's not >> Oh my god. >> It's not going to you at all. No, it's not. I'm going to take care of little goodness. I'm headed out there by 3. >> Yeah. I It's Yeah. Yeah.
>> And And then you said you got to do something. You got Don't you do that. >> No. I'm I'm going to tell them I can't do that. >> Tell them you tell them I love you and come on. >> Right. They want to start something at 4. And I'm like, I can't trouble. Oh, yeah. No, I can't. I would have to agree with Dr.
>> My friend, you did a great job. >> Well, I don't know about you. You know, you didn't tell me I don't do well. I'm That's what I'm here for. >> Let me see if I need to know. >> I don't remember. But sit down and wait till it starts.
>> Yeah, because the traffic is >> because I feel like one of the exits or the entrances is closed. >> Well, it said on the instructions we're supposed to go around to the back. >> Back side. >> Yeah. Not the front this time. Go. >> You're not out there finding a car from Mikum. You got to go all the way.
>> Is that F Creek Valley? Fall Creek Parkway. Yeah, go around. Fall Creek Parkway. >> Yeah, we got to go around there. >> Off of >> Dr. Bishop 42nd Street. >> You know, this first committee I've ever really worked with. You did an outstanding job.
>> Thank you. >> She's right. Dr. Reed is is right. I've enjoyed working. >> She keeps us she keeps us on track. >> And I enjoy working. I didn't Dr. Kelly Miss Kelly did a good job. I didn't think she was that that proficient, but she was good today. He keeps calling
you. >> Yeah, cuz I'm I'm scared of her. I'm very afraid of her. >> There's one Dr. Kelly. >> Yeah, I'm talking about her mom. I But I'm afraid of her. But she's >> one Dr. Kelly. We don't need two. >> Oh, okay. All right. >> No, you you're right about that. You're
joking. But I'm You don't need two of you. >> Is it going to be in here? It's going to be at central staff lounge. >> The staff lounge. >> Is there going to be breakfast or anything or >> Yes, sir. >> I thought there was
>> I'm not sure about that. >> What room is it any staff lounge >> over where we were prior to last time? There was >> the session >> in the back here, right? >> Yeah,
>> it's behind behind the stage. I don't know if you all have a meeting prior to but what I posted >> I know that's what on our text >> okay did he text you on eight and told me nine
>> I don't I don't we'll figure it out yes ma'am thank you'll be there to set everything up a I appreciate you. I'm sure. >> All right, Miss Kelly. Good. >> All righty. Well, I will see you this
afternoon. >> Yesterday, last night's graduation was nice. >> The students that the two that are going to be representing us this evening in regionals. I saw Mr. uh Wall-E uh put a couple of
snippets on um social media. >> So that was very I was glad to be able because there were only two of us that were able to make it last night. I'm glad they did get to get actual stuff from the board.
>> Yes. Yes. So okay. Well, we're back at it again tonight. It's one of my favorite times of the day. >> So interesting. I'm like, dude, >> he keeps us on our toes. That's for sure. >> So, which I
>> always keep saying, you scared of me, Emma. I'm like, mama. I didn't do nothing to you. >> Oh, my purse. >> I need my purse. I'm so used to leaving it in the car. Cuz when I go to
school, I don't take it in. >> Okay. You know, I have not used a person's co. I have a little like a little I don't know. It looks like a credit card holder that's attached to my gra. When we came back, I did. And then I'm
like, "Oh, I still I want my stuff." >> So, I went back to I want my stuff. All the fun. >> All right. Thank you.