27, 2026 MSD Wayne Township Board of Education working session is called to order. Please rise for the Pledge of Allegiance. I pledge >> allegiance to the flag of the United States of America and to the republic
for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Thank you. >> Miss Ludlow mark out the roll call. >> Absolutely. Brandon Bowman. >> Present. >> Susan Graves.
>> Present. >> Karen Burke. >> Present. >> Michael Gordon. >> Present. >> Monique Graham. >> Present. >> Ben Wakefield. >> Present. >> And Terry Ludlow here all present. >> Thank you. Board, do you have a copy of the agenda for this evening's meeting? Do you have
a motion to adopt the agenda presented? >> I move to adopt the agenda as presented. >> Second. >> Motion and a second. All in favor say I. >> I. >> Any opposed? The agenda is approved. Thank you, board. Dr. Sluss, do we have anyone signed up
for public comment? >> I don't believe we do. Um Mr. President, I'm so sorry. I was writing down who's here and who's not. Who made the motion to accept the agenda and who seconded? Awesome. Thank you. >> Thank you.
We'll get into new business. We have board policies first readings, Mr. Fessler. >> Thank you, Mr. President. Um members of the board, the first policy ready for first reading tonight is A 175, firearms, weapons, and disruptive devices.
This policy is meant to define what a firearm, what firearm weapons, and knives are under Indiana code. The update also prohibits possession of imitation firearms or similar realistic plastic training.
>> Um say that again. >> The update also prohibits possession of imitation fire shoots. >> You know, we have but we had a slew of and I I had to send something out there just saying this is So, yeah.
>> Very good. >> Also, the update removes the section that outlines um the exception to the policy that a person have a firearm on our grounds if the firearm is in the trunk or glove compartment of a locked vehicle or stored out of plain sight.
Except um the exception does not extend to students unless the student is a member of a shooting sports team and the principal has uh has given approval. So, at Ben Davis, our team, um their drill rifles are simulations.
They can't even be loaded with any type of ammunition or blanks. They have to have to check those out and they have to sign them out via a logbook that tracks who signed out that rifle. And they track by serial number. They're required to keep them in their case until they use them for practice. They
can only be transported in cars and not stored, so they can't even leave them in their car or take them into the building that day. Um even though the rifles are not real, they're required to treat them as if they're real. And when they're away from school, the cadets are told to practice some or that's out of sight, so no one can
mistake them for having a real firearm. And if one of the cadets violates any of those checkout rules, they're not allowed to check out a rifle until they receive um remedial training. Happy to answer any questions you might have concerning school board policy A 175. >> Uh Mr. President, just point of
clarification, the exception for having a firearm locked in a trunk or concealed in a glove box, um that is just in state and federal guidelines. >> Correct. Correct. >> I can remember once, I don't you recall, we had one employee that we had to
terminate because they wouldn't follow that. >> Questions for the board? >> English President. Um bringing the board an action policy for first reading, this is C 225, student due process. This policy has been updated so it matches our practice and our historical
practice and our administrative guidelines. It also removes the 10-day guideline to consider an appeal. You can choose to receive appeals in writing, however, considering an appeal is not required by statute. You can choose not
to hear an appeal. In that case, the student's family can appeal directly to the circuit court of the county. I'd like to answer any questions you might have regarding this policy, but also give you some time to discuss how you'd like to proceed. >> Here the choices are, do you want to
continue to, much like we did in this last case where the information submitted to you you consider it or you can just bypass that, accept what the uh examiner and the results of that and if
the parent student have wants to fight that, then they can do that with the judge. Cuz that's what happened with that this last case, anyway. Which the judge upheld the decision. Question.
>> There are choices one and two. And >> And I mentioned the 10 days are waived. Um now it says holding a meeting for the people of They have to 10 days if he wants to receive the written everything. If you're online with a meeting
>> We've not been given any explicit guidance from Church Churchill and Antrim. But what's becoming commonplace across the state is for boards to uh opt for And then the second option was parents would appeal with a judge and that that
is coming from the advice of school attorneys um just because it can be uh quite costly to have an attorney present through those conversations, deliberations, about dates. Um so uh I think across the state we are seeing a
lot of boards transition to removing themselves from that interaction with students and families and just letting the expulsion examiner, the family, and and the courts. >> What are those similar to us? So
you see across the state, there's still quite a few districts that don't mirror us. So what's happening kind of either you know, don't or >> The don'ts, I think we learned mostly due to the state >> State the same. Yeah. >> Yeah, they don't they don't have to work
so hard to deal with it because the examiner has done that work for them. Is there a whole more work if it does come before the board also so that there's more people coming to agree with this with this?
You know, that's hard to say. That's hard to say. I wouldn't know and because more folks do it that way we don't even know if we have the data. So, I think I only I'm not sure how to word what I'm going to say, so I'll try to spit it out and
maybe it won't come out in in the right words, but um my only concern is this as a voted that have a voting team here. It doesn't happen often enough, obviously. You said this is only the
second time in your time frame. Um I feel like it's almost our obligation to see it through the process. I don't know if that makes sense or not, but I almost feel like
it's it's part of what we do and what we signed up for to you know, at some point I think the community is going to say, "Hey, what happened with this?" And you know, as a board we're going to say, "Well, we don't know. We washed our hands of it." Okay. I struggle with that. We will see
often we may have a hearing, but we also may not. Is that correct? >> That is correct. >> us the authority to do it or not to do it. So, you know, I Yeah, well, I mean, if that if that's what that says, I would say, "Why vote a
Why don't vote away the potential authority that we might be necessary in the future when we when we we can also at the same time say, "No, we want to save some money. There's no point in appealing. >> You >> see, I think the opposite.
Because if we go with that way, it's going to be explaining why we decided to hear this one instead of not to hear that one. And so, I would rather say we have nothing to do with it and let it be. You know, they still get to appeal, but I'm not taking away your option to
appeal. You just do it and I think that eliminates if there's ever an instance where any of us are very closely with anything or connected cuz that could always take place that we personally know someone that's involved. Um I'd rather say
appeal and it goes to the board. >> You see, appeal process through the courts costs money. >> Yeah, I mean, our attorney represents them. >> No, I mean, for the parent. >> Oh, yeah. >> Like, so are we giving that We're taking away some of that access and saying you have to have money to be able to do that
when >> us, they wouldn't have. I think it's easier to >> Everyone that comes to comes to our meetings which, you know, >> that is only going to be a conversation. >> Yeah. >> You have to pay for the lawyer. >> The FTE does say that the board will hold a meeting. >> Of not >> Yeah.
>> It's a fair question. >> Yeah, it's a fact on the student parent. >> And the student parent, they may choose I mean, they may not choose to include us, but if they want to include us, I think that option is For me, I think that option needs to be there. >> But once they do, that's the board that does them.
>> This puts us in a really um gray area. Most expulsion matters are going to be legal issues. >> That's true. >> Um and the the board's inflection on a legal issue then
in in my observation, takes it away from being a factual legal matter to being objective. The the board would have an opportunity to inflect an opinion on whether we should or should not uphold an expulsion.
Which again most cases is a legal matter. But it's uh um I I I think there's uh I think there's good intention and good
merit in having a a board hear an expulsion appeal. Um I also think uh there's very little evidence of any expulsion ever being overturned as a result of a board appeal because it's
already made it through an expulsion examiner who has verified verified that Wasn't it explained at our meeting that our job and our only role in that was just to make sure the process was followed and not whether the law was
followed? No, the examiner verified the process was followed and the law was followed. And our role was to determine >> Did we agree with the >> Yes, we agree this this child is expelled expelled for one calendar year or um we recommend a modified punishment.
>> It's right my only hesitation was about access and it's you're right that typically families have attorneys. But if they're not coming to >> Okay. >> You have to ask her to to to to adjust that. >> That was my only hesitation. So if we
think that that's not going to stop >> The people who have so few The few The ones I've been involved in my whole career here, they've always had >> There is almost always a pathway to continue education
rather than stopping services complete. It It's typically an alternative placement, an alternative means to an education, or an alternative pathway. >> I'm I'm glad you mentioned that. Even in the latest case, is education ever
stopped? Even through the expulsion, it's still what? Still have access. An education. I can I really can see parents requesting it to go to the board. >> Oh, it can be a lot. >> Yeah, I could see that. >> Thank you. In hopes that it's going to
go to change right? That's the point. >> I personally like the way you did that. >> It's the more that we know and that parents know that they can, you know, request a hearing. >> You learned a lot. >> Mhm. Mhm.
>> But to Walters, typically these are going to come through your office long before they make it to us. Do you have any insight? >> Um certainly. I think overall you touched on a lot of things. Um we are becoming an increasingly litigious
society. Um so we're definitely seeing and I've taken that. Um I think one of the the pressing positions that I would um throw out in part of this conversation,
the the desire to be transparent and open and accessible from a parent, I 100% uh agree with. I think ultimately that may put the board in a position of disagreeing with the process through
which the school and administrators um hearing that recommendation from start to finish. And I think I think that what I would what I would potentially weigh is that transparency and that accessibility against um really trust in the process that
through an expulsion examiner, third party, um that's the layer where the school would be called to question if a mistake has been made. Um and that expulsion examiner in in that particular moment has the authority to say that a mistake has been made
or due process has not been followed um and overturning it at that level. I think that's a difficult position for the board to be in because on one hand you have the process of the school that's been carried through a third party that has said and checked that this is that and and it's an expellable
offense and due process has been followed. Um so what that consideration might look like we against the reason >> And that was my struggle with this last one. I was conflicted. Which I wish I had you know then it was kind of like okay I don't want to be
you know you know involved in this part just because I I felt the cool I started to question a lot of a lot of things where I'd rather be hands-off. That's just me. >> Um it it is a matter of law. >> Mhm. >> A legal matter.
>> Is that third party examiner um always utilized in all expulsions or just when it gets to this level of pushback? >> It's when they appeal. All right. It's only when they appeal. >> Okay. So if if there's an So if there's an
appeal then is there a policy or um something in place where the board would always be informed in what that finding is? Like maybe they're not involved in the appeal process but like this last time we were because we are involved we were given
all the information. Would the board still be informed on that if we give up that right of appeal and those six students >> there's no policy but certain certainly um I would make you aware
of the situation if it it goes to the examiner. In this case it it happened really quickly. We had no idea that they were going to you know do all the things and it happened really fast. So um but you would be made aware if
there's an expulsion. That would be our practice. >> I think that would be a good practice. I think that goes to the to be a brand that Yeah, we don't need to be involved in Um the only the only reason we being we would want to turn over is something terrible happened along the way and
um that that would still be put us in a bad situation but I think if some terrible things are happening we would want to know in every circumstance what's happening. If there's a field problem. >> Oh, yeah. >> So that future board worried about our future future boards and future leadership is held
accountable along the way. Make sure that all these things are happening. Yeah, I just you we we spotted we talked about some things like timelines maybe some some things that happened in this last place that maybe we're not as tight as need to be is
um and so I think you recognize that. I think um everybody here at this table recognize that and is working on that right away. Um but yeah, just we making sure the board is informed especially in the future so that there is that layer of accountability. I think it's helpful.
But they have to be able to make decision on it. So we look at it when we look at it and we reverse it. Just like this if we reverse that decision we're saying it's okay to have a bad hand, right? Well, I guess that's I don't know but that's a that's a scary thing.
>> Do we Do we so Mr. President do we need to are we deciding if we're going one or two? >> We need to issue guidance on the policy Mr. Fessler should pursue. And he'll come back. >> With the second reading.
>> The second reading is the last one. >> Some more information about how many other school districts have changed it to that way so far we can get it. Well, you guys have no problem. >> Which school districts more similar to Wayne, for instance Pike, Decatur.
Warren, Lawrence's. >> Yeah. >> The Indianapolis schools and maybe even the Avon and Brownsburg type schools that are close. Not necessarily worried about Crown Point or something like that, but you know.
>> Gather as soon as you have it so you can gather it. >> Um Take me to the wellness baseline. >> Mhm. >> When you show to see 575 wellness the couple of additions
the policy that came from guidance of the US Department of Health. The first assures that child nutrition departments receiving annual training in accordance with USDA professional standards. And our child nutrition should our child nutrition administrators provide this training
here. Second addition adds fundraisers during the school day to smart smart snack guidelines which is already happening. The last addition of USDA guidance assures that drinking water is available throughout the day. That is
drinking fountains chaos. Uh one other area to note is under the evaluation section. We use the evaluation tool as a wellness policy in action tool developed by the CDC or center for disease prevention.
And that's what we use to evaluate the policy which every 3 years. I'm happy to answer any questions you might have concerning school policy C575. 10.1 it says the superintendent shall appoint a council consisting of at least one representative from each of those
groups. Who is the board member? >> That um Mr. Fessler do you >> He was appointed being invited and he was actually me unless it was trouble. >> Okay. >> That that will be up this year. >> This year? >> I need another.
>> You do it again? >> I have a fundraiser held during the day. I read that. Is that like if you're doing like a Valentine's Day you can buy a sucker for your sweetheart or whatever. >> I can buy a sucker though if it doesn't meet the guidelines. >> It has to be a circle free.
>> First it's pencil. >> Thank you very >> Present to the board or next >> policy on the first reading is headline 100 budget adoption and implementation. Um the changes in this policy requested by the distressed units of field board and recommended for every district even
that district is not involved with um club. And Mr. Sam we have a chance to look this over for accuracy. It is within our practices and what you've been doing already. So if you have any questions for either of us we're happy to hear those.
It's done. >> How do I take it that it says it was reviewed December 9th of 2029? >> You want me to check that? >> Yeah, forecasting they're getting ahead of themselves now. >> I wonder who did that.
>> It's a stumper. >> I don't know. >> [clears throat] >> Certainly and then um And the next policy for first reading is F200, the bidding and quoting requirements. So, um you may remember the Behema policy F225 that we brought a couple of times
because it got an addition in the middle uh after 2020 and second reading. >> Mhm. >> That policy incorporated the F200 bidding and quoting requirements. So, um I'll bring this policy for review. But, uh welcome any questions. >> Everything that I heard is already
encompassed in here at this point. >> You don't lose anything just because And our last one tonight for first reading is H175, public records. Now, this policy makes it a change. It moves the first paragraph which was at the bottom of the policy now is at the top. Um additionally, there's Indiana code
that outlines reasons that our district can decline to respond to requests and those include we suspect that the request uh be data scraping or fishing. If the district suspects that responding to the request electronically may jeopardize the security of the
district's system or data. And the district finds that the requestor is a party in the ongoing litigation. Further, Indiana code for the cost associated with filling the request and allowing
So, when the cost has changed and then we prioritize request from Indiana residents above maybe request from the data. I'm happy to answer any questions you might have about school bill 175.
>> This was the topic in this last session because schools are inundated with requests that are just they're large and some of them are repetitive and we don't know if it's a fishing, you know, we're trying to figure that out. And so, they're
having us collect this data because I do believe that the uh Indiana public access council or wants to be able to give a recommendation to the legislators to how we can follow up. >> In protection of, you know, the longest schools have to
fill the requests. So, I think this is a good thing um in terms of these requests that take so much time. >> Do those requests go through Mrs. Templeton in the building? >> Yeah, cuz we have so much time in which
we have to respond. >> Is it 5 days or 7 days? >> You have to acknowledge the request is received. >> Within 7 days. Just acknowledge. We have Yeah, we have it. Take a look. >> Um before we move on, I do want to
mention in terms of the process for student due process rights, the board has asked for additional information uh because this is a matter of a matter. You can bring that back as a second reading, and then we can come back as a third reading for you to vote. So,
there's no rush um, to get that done. >> Okay. >> Mhm. >> Great. >> Thank you. >> Thank you. >> Okay, continuing in new business, moving on to Panorama, Dr. Walters. >> Yes, Mr. President, members of the
board, I'm happy to be the Panorama spokesperson. However, the, uh, efforts, inputs, um, and sort of output for this is definitely, uh, full cabinet joint joint work and then joint celebration.
So, just to review, we have 3 years of baseline data, um, which is which is really exciting, actually, um, especially bringing in the IU, uh, with along with the Lilly Grant, really having other eyes taking a look at the data alongside the work that we're doing
with NCEE. Those 3 years of baseline are really exciting. But, just as a reminder, from in '23 and '24 and then '24 and '25, we did both a fall and spring survey administration of students. They take two, uh, surveys, the well-being survey and a classroom
survey. Staff, one survey, teachers, one survey, and our caregivers, one survey. This last year, due to, uh, the Lilly Grant, uh, the, uh, evaluation through IU, uh, and then NCEE, we also did a fall and spring
administration, but we added a separate survey for our administrators. So, we have that additional touchpoint. Um, so, what we pulled together for you today is two ways to kind of look at this data. Um, again, we have that 3 years of historical, uh, data, but our surveys
also give our administrators really good insight into a year of work. So, this first uh data point that we want to present is going to look at the fall 2005 survey of of the the stakeholder to the spring. So, in the same calendar
year, what work um was done in that year? Just again, one way to look at that survey. So, hopefully in our working session by design, um we would definitely welcome any uh sort of conversation around it. But, when we look at our student well-being, again, students take two
surveys. So, if in our student well-being, grades 3 through 6, we have a little bit to celebrate with our student uh supportive relationships throughout last year, celebration with self-management, um that social awareness piece, you know, we when you look at that sort of
one percentage point change, um there that tells a little bit of a story. And then, status quo and self-efficacy for for the calendar year last year. Again, well-being but grades 7 through 12, we've got a little movement in supportive relationships, social
awareness, self-efficacy, um and in that self-management. Um we all struggle with that sometimes, but um that self-management, I have a little bit of a climb there. There we go. And I mentioned before, they take two surveys. So, this is the classroom
survey for students, grades 3 through 3 through 6, that looks at a few different questions. So, in this one, really took a look at rigorous expectation, teacher-student relationships, sense of belonging, school climate, um and then that that safety sort of outlier again from the
spring. I highlight this as one way to look at this, um a sort of in in addition to the longitudinal way that we're going to look at it right after this, because this again is for one calendar year versus what might what growth might we have had from 2023
to 2026. Um so again, our administrators take a look at at these and factor those into their long-range plans. Student classroom for grade 7 through 12, again, this is the academic side of things. So, not a lot of movement in a
few places, little bit up in rigorous, a little bit down in school climate for the calendar year. We uh presented Dr. Sachs presented uh both times when we were at men retreats in June and July. We have a lot to celebrate with our teachers um staff our teachers survey responses this year. You
can see the the list of topics that they are surveyed in their Panorama experience. And then again, this is a snapshot from the fall to the spring. Lots to celebrate there from our teachers reflection about last year.
They are losing well-being. Yeah, but there was a lot that happened last year in terms of mental health gauges. I mean, it just was a tough tough year. And I mean, other factors that we it's hard to
um understand if they impact the surveys, but just you know, our culture period, right? And and our communities right now and all the things that families are dealing with that that very well impact the well-being.
>> And you see all the positives going up and that's going a negative. >> Yeah. >> I mean, there's just so much disorientation in the world. If If that was up on week here, I'd actually wonder why. >> What would be an example question in the well-being?
>> The example question in the well-being? >> Yeah, so each of these topics actually have a corresponding set of questions that allows Panorama to really norm around the holistic response. I will follow up with Dr. Suggs. Maybe we can we can get you the full survey
for every stakeholder. >> Yeah, thank you. >> Yeah. >> I can share specifically on the well-being when I got into the district, it was interesting because what they scored really high for the teachers and staff was the question about my work matters and my work is meaningful. Those
were 95% and 93% respectively that marked those positively. What brought those scores down was the question when it asked how often do you feel and then there were several questions frustrated at work,
worried at work, stressed at work. And so if they use ahead of everything and if the way that it codes that if you said sometimes, that's a negative one. So, you know, we're not really even saying often, but if you said rarely or
never, then that would get us a positive score. Sometimes in the middle is reflected as a negative response, not a positive response for those. So, I think that shows a little bit on the inside. That is frustrating.
Say a lot. >> We we timed it after spring break hoping people would feel really good. >> I think >> Am I frustrated with I read or I learned at work? >> Yeah. >> final >> Yeah. >> That's tough.
>> Although it's relatively the same survey, we do ask our instructional staff, mainly those teachers, um to click one link and our staff to click another link because we recognize that some of these pieces might look different in terms of the role that you
that you bring to the school. >> So that's exactly what represents our classified. >> Right. Right. But again, some celebrations in this past year when we look at fall to spring and in those same topic bands. >> I'll be here.
>> School leadership is that in the school or is that as a district leadership? >> [clears throat] >> That's a good question. >> It's the same thing. >> Yeah, I would say that most taking it would would point directly to their school administrative leadership.
And last but certainly certainly not least is our caregiver survey. It's really interesting with the other historical longitudinal data that will go to next. But obviously you can see fall to spring what we're looking at there. We're able
to with a a number of our surveys will Panorama's able to to benchmark those against other Panorama districts throughout the country. So that's what you'll see there with those national benchmarks. That 90% which speaks to the parents' belief that
the school is able to help their child and caregiver navigate barriers to engagement in the school to the extent that the school does. So that's a huge celebration for our caregivers to not only recognize you know that support here in in you know locally but above
the 90th percentile with all Panorama schools is definitely a celebration. >> I would know the large proportion of our parents and caregivers feel like our schools are safe. It's important to >> Love to get that number up. That's a great percentage. It's interesting that the kids
that the the kids their numbers went down for school safety in this one. Huh. Kids are in the building. >> So again I mentioned one way to look at this is within one calendar year between those two surveys. I personally like the historic highlights a little better
because it paints a different picture. So, we looked at what that one touchpoint of teacher self-reflection, for example, from fall to spring. But, what this story tells us is that teacher self-reflection from fall of 2023 when we first surveyed our
teachers and the drastic improvement not from fall of 25 but from fall of 23 to fall of 26. That work um is really really seeing some some benefits there for our teachers. Another one that we pay a lot of
attention to, if you'll remember this graphic we've shared as part of our late start Monday work and all of our professional development, that most impactful thing that teachers um can have on the student learning experience is that collective teacher advocacy. And
in our Panorama historical representation of how our teachers view their self-efficacy, again, a really really nice celebration from fall of 23 to spring of 26. And we talked in cabinet recently, too, that large sort of largest um not from
69 to 74, but that 74 to 78 is quite literally the implementation of late start Monday. And so, when we see that that um those legs continuing to grow, we're really excited to see that work. >> Oh, we we would expect that number based on the work we're doing and and the
plans ahead of us for those numbers to go up. Even if it's hard, right? Self-efficacy Self-efficacy says I can teach our kids. I The work I do every day makes a difference. And
certainly, um I'd be surprised if it >> Another thing to celebrate our how our students were creeping up on rigorous expectations, sometimes this um sort of survey response corresponds negatively with sort of that sense of well-being. Or, you know, you ask you
ask students to to do more rigor, that sometimes comes out in in different ways, but I do think the the power of of high expectations in our classrooms for our students and our students recognizing that is another thing to celebrate. I mentioned this earlier, those those
barriers to engagement um and the the difference between last year, but we're really seeing that trend up um from the beginning. So, again, another another celebration of that work. Historical uh a highlight always come with historical opportunities as well.
Um so, taking a look, you guys mentioned earlier uh this sense of well-being is definitely something through our our Panorama survey that our teachers are communicating. As Heather mentioned, the the sort of relationship between I know my work I know I'm I'm I'm cared for and
my work matters, but this is frustrating work. This is hard work. One thing uh specifically at Late Start Monday that we really want to start to also attack is this idea of feedback and coaching. So, within the internal uh work that our teachers are doing um
amongst each other with that collective efficacy and collaboration, what is the system that is providing them some collective feedback you know, outside of. So, our administrator staff, our coaching staff, etc. So, we'll really pay attention to this one with the work uh with Late
Start Monday in the next 2 years or so, because that is quite literally the focus of Tell. What does that coaching support look like? How do administrators provide that support for our teachers and as individuals and groups? So, we'll hopefully be able to point to some successes there.
>> This is the longest I've happened this so. >> Oh, you're talking about being back in coaching. >> Absolutely. Well, you know, in addition to that, something that is new that I kind of hit on this morning, too, was how the the staff is starting to gel
in a way that is collaborative, and they are sharing best practices. They're going to be going to into each other's classrooms. I really think when they take the survey in the future, that is part of the feedback that they've not experienced specifically before, right?
As a system, as an expectation. So, to your point, I would expect that this would would go up cuz they're going to get so much feedback. >> It was almost interesting, too, because the highest score here was on how useful is the feedback in your teaching. So,
they found the feedback useful. But, where they scored low was how often they actually receive feedback and how much feedback do you receive in your teaching? >> It It It's this idea of what is feedback. It's not just the evaluation at the end of the year,
right? It's the conversations with the coaches. It's conversations with your colleagues or your department chair, and, you know, it's this is the planning that they do together. >> You're sure you didn't take a feedback? >> Yeah. Yeah, yeah. That's right. >> Feedback is not recognizable in this one. >> That's exactly right, right? This
conversation Yeah, defining what feedback is. And I think her her ex- You know what she just told us would would point to that. >> And the one that is the expectation is, I guess, but what is the percentage of surveys completed versus
what's put out? >> Well, you're taking me to one of my next areas of growth. So, I'll actually go back and highlight um something that just in our most recent call, we identified. We've talked about it each um sort of year, but in
our most recent call, that's going to be one of the things that we really pay attention to this year, which is survey completion rate. Our goal um historically has been 80% of staff, 80% of students, 20% of caregivers. Um caregivers is kind of hard to measure
because we have multiple caregivers in the home. Um and we also have multiple siblings that might be attached to one caregiver, but I think we can generally get a pretty good idea. But as you can see on the top of each of these >> We're well aware of how many responses that you see.
>> We have a different graphic um that's easier to see on that response rate. Right now, we have um highlights. We have a number of schools that hit that 80/80 every single time. Um and this year we've shared best practices and we'll really hone in on those because we
have captive audiences with our students and our staff. There's no reason why we shouldn't be hitting 80% with with that group. Um so so that is one of the things that we want to pay attention to. We have not yet hit 80/80/20 above all, um but we've gotten very close and definitely escalated each year with our
students and staff. Last year we did uh incentives, too. I'm hoping my Costco gift card, you know, it gets gets a lot of online attention cuz we put that out there, but we'll look to do more incentives for our caregivers, too, hoping to just generate
some of that interest in there. >> And I would say when you look at that grades 3 through 6, approximately we have approximately 1,000 students in each grade level. So about 4,000 students and we have 3,708 >> But again, captive audience. Like
they're taking it as a as a class. They're in school. >> And I'll compare that, too, to that to your point with um grade 7 through 12, where, you know, we I think K through 6 is a uh 3 through 6 is a different captive audience than 7 through 12, but there's still absolutely no reason we
should definitely be able to capture those kids. >> It's a little bit of a lot more work. >> Yeah. >> Less active, if you will. >> But here, I'll just scroll through these briefly in case you didn't notice these before. That was our well-being responses. And again, these surveys aren't designed to be taken in the same
sitting. For the students, that would be a little bit long for them to do. So, that's why we sometimes see a difference between the student well-being and the student classroom on those response rates. Cuz a student might have been absent the next time. But those are our students. We got 640 of our
almost What would you say, Kyle? Thousand teachers. Um 306 of our similar thousand um staff. And then again, this one being really different. But to your point, um Mr. Gordon, we we're going to look at this um in a moment with some change that
we're implementing this year to help our families to kind of um engage them a little bit differently. >> Is there a parent permission that has to be in for that? Nothing that triggers that, I mean. >> The law, no. No. The parent permission
that we run through on any of the other um surveys, but Panorama Yeah. Yeah. So, uh again, to this question. One one thing we're looking at this coming year, we'll continue that fall and spring survey administration with our student
staff, teachers, and administrators. Um but Dr. Suggs has decided this year in the for our caregiver specifically, we think that it might benefit our caregivers to have a status report that would be at the um put out associated
with historical Panorama data and sort of the the moves and shifts that the district has done because of that feedback. So, that will accompany the surveys um for the staff, students, teachers, and administrators in the fall, and we'll end up only um administering a spring survey for our
parents this year. So, we get that one touch point of data associated with Here's the information that we did with last year's data or in this case the last 3 years data. Um now we really want to hear what you what you felt how you felt about this year. And that's our Panorama of data.
>> And does that go out to the caregivers via email, via Parent Square? >> Parent Square. We hit that's a 2-week cadence. Um Janine does a really good job of kind of leading up to it and then reminders to let people know. We track response rates
for staff and students every 3 days or so and we'll share with our administrators here's where you're at with students, here's where you're at with staff, you know, you really you need a final push to get over that 80% or so. >> Just a point of clarification on the
permissions. We don't uh ask parents for permission, but we are required to publish it on the website and we do notify them and and give them an option to review it and if they want to opt out. >> Yes, thank you. It doesn't hit the
sexual or the demographic things, but thank you Janine. We definitely allow them to opt out. >> I'm going to ask for clarification first. Um within the Panorama, does you know, our students are mobile. They move around. Does that How much of an
impact does that have like fall spring? Are we testing the same kids in the fall as we are in the spring? I guess not and that's what I'm wondering, are we seeing differences with the mobility rate? Students >> I don't know off hand our mobility rate
within the year. I would I would guess that that's less than our mobility rate maybe from year to year. Um but certainly something we could look at. I think we'll have a really good snapshot, maybe not necessarily though I think we could attach this to Panorama,
but with um with accountability this year, we will have for the first time student-specific information. And so, for each student we will have whether they were sort of tied to the school for 162-day or whatever it is.
Um or whether they remained in the district but might not have have been tied to a school. So, uh at some point I think especially in the age of AI, we could probably correlate that data. Yeah. >> I just wondered if they made a difference or >> Yeah.
>> Okay, so I'm just going to thank her. She did something amazing this morning today. >> [laughter] >> Thank you, Dr. Walton. >> Thank you. >> Um before we move on, um just a point of emphasis and clarification, uh we are
recording this evening's meeting uh for information to be simulcast and archived. Uh as we discuss school safety plans, um we may encounter some sensitive content. Our conversations should be um not
withholding but intentionally vague. We should not discuss uh anything specific regarding Monday blueprints for unification sites, uh emergency codes, or any specifics related to any specific school safety plan. And after tonight's meeting, um I
believe we need to turn the example safety plans back in to Dr. Say. Being said, Dr. Samuel, school safety plans. >> Thank you, Mr. President. Um that is that is all 100% correct and I do appreciate you uh uh
mentioning that before we begin here. So, have I think a pretty quick run-through here. There are a few updates, a few changes from what you have seen in the past. So, we're going to spend the bulk of our time talking about how we arrived at the
decision to make those changes, where the information that um eventually was used to update our safety plans um was found. And then, of course, um look at a couple examples as you indicated um to be sure that the board has uh has
that information. So, as we begin, first just some some very basics. Uh this is a little bit of information we shared with administrators at the top there just regarding the timeline. But, what what ends up happening, um these
are are um under Indiana code required to be presented to the board. There is no action required. And so, they're always on this meeting, which when it coincides with the very first day of school is actually very convenient for these purposes. Um tomorrow then, I will take a PDF for
each school's uh safety plan and upload it into Navigate 360 emergency management software um which I will uh display on the board um to just share with the board a little bit uh toward the end of the presentation. The last little bullet there regarding
the Navigate 360 template we'll talk about more as we get through the rest of the slides as well. But, as I mentioned and what you have in front of you, the large part of our work today will be reviewing some of the changes in terminology that
we will be instituting here with safety plans this year. And so, contextually, I think it's valuable to think about how how we arrived at the need for a change. So, we um had been meeting with the district
safety committee throughout the spring semester last year and had looked at um this terminology, which was part of the Indiana school safety specialist training, so I became familiar with it. And
as fate would have it, uh certainly not luck, we had some incidents in our schools where our terminology previous terminology of external lockdown and internal lockdown created some confusion. And we got um to Dr.
Suggs' credit, you know, she went and visited, talked with those teachers, and were able to hear some very real feedback about just challenges that that presented. And so, luckily, uh that principal was was at the safety committee meetings, and he was able to
say, you know, we're we're already investigating this new terminology. I do anticipate that that changing for the next school year. So, it was a really concrete example of how this how this can better serve our staff, students, and community
with that. So, the other piece to that that that was really the the reason that I think the the conversation was initiated in the first place is I think our culture has been in the district that there's a a hesitancy
to utilize the school safety plan. That in some instances, you don't want to overreact. And one of the things that we talked about with that committee is the plan and these protocols are in place for a reason. To keep our our students safe. And
you're never, you know, we're we're always going to debrief, but we would always prefer that you err on the side caution using one of these protocols than the opposite of that. And so, the first example of terminology that you see here is completely new. It's a
term term that we haven't used previously. So, it's it's called hold. And so, you know, I can think of a handful of times um as a principal where you know, for example, a student is having a seizure in a hallway.
And in order to protect the integrity of that student and allow for medical personnel or our nurse to get there as efficiently as possible. We could have initiated a hold and the hallways would have remained clear. Our staff and students then become
accustomed to, you know what, we have a safety plan, we're going to use it. It's not an emergency necessarily for me to cause stress or or heartache or or real concern. I just know that the school is taking care of something for one of my classmates. And so that is a completely
new one, but I do think will probably be the one that's used most frequently by by our school as we look at the these terminology changes. The the second one is called secure. And you can see that this document
outlines what the public uh what the PA system announcement would be then what terminology it is replacing and a little bit of guidance. So, this was provided to principals, administrators, and then uh on on some in some ways included in their school
safety plan this school year for the change. But, secure is replacing our previous terminology of external lockdown. And that is what we what we got into when when we had an incident in the spring was there was an announcement made
beginning of the day, students are still in the hallway for arrival, car rider line still going on, hard to hear the announcement. All anybody heard was lockdown. And and so there were different teachers implementing different parts of our safety plan.
That's just not something that we want we want to have it happen. So, replacing external lockdown with secure provides a very clear action. We're going to continue with instruction, but we're going to secure the classroom. We're going to close the door and lock it.
It communicates that the threat is outside of the school building, not inside of the school building at that time and allows instruction to continue. So >> Yeah, so that will alleviate the not hearing. >> Absolutely. That would be the directive to make the announcement twice.
And I think that's another piece that Dr. Harvey and I have have talked about. There were a couple places where we've looked at volume, we've looked at connections within the PA system. But to your point no system is Um and so
definitely need to do our due diligence and ensure that it's being implemented. Most of the time in the school setting what that looks like are administrators and custodians checking our exterior doors, making sure that they're all secure and that while they're doing that
they're also able to walk through the hallways and confirm that that's what's happening. Absolutely important. The next one, lockdown replacing internal lockdown. Again, that's the one what what you would see if there was an
active threat inside of the school building. So could be an angry parent that's left the office. It could be somebody that that they're concerned maybe is trying to do harm to staff or students. But again, I think an example where
hopefully we've kind of cleaned that up and and provided some clear delineation between terminology. Evacuate is pretty straightforward. Many times that's initiated by the fire alarms, but if for instance we had a
weather emergency where we were utilizing the next term, which is shelter and there was perhaps some structural damage to the school, then we would come on the PA and or walk the hallways and say we need to evacuate now while the fire department assesses the
or an engineering team assesses the structural viability of this facility moving forward. I I spoiled the last one, but it is shelter, so earthquakes, tornadoes, severe weather. Um again, you get the idea.
>> These posters throughout the buildings to where teachers have an opportunity to I've been busy and I I truly forgot what this one means or something like that. >> Absolutely. So, let's um let's take a look at that and then we'll take picture of that. No, it's great.
>> It's a great question. So, I'll start with this. Um the terminology comes from the I Love U Guys Foundation. Um started by the father of unfortunately a young lady in Colorado that was killed in a school
shooting. The last text he had from his daughter just said, "I love you guys." And so, that's that's the name of the foundation. So, they have he he has committed and and and speaks at the school safety specialist training every year in
Indiana. And also spoke at a behavioral threat assessment training that uh myself and Chief Primus and a few administrators went to this past uh winter as well. Um but I show this just to say there are a lot of um great resources. It is a a
it's been around for quite some time. It is a well-vetted system that I think we can feel really confident about as we transition to this terminology. So, the resources then uh what we have asked our teachers to do is
post this document in their classrooms. And so, that's going to provide that reminder um of that terminology. We used to have uh flip charts what we call them the you know, and people still ask for those. Janina every year has to
uh at some point comes to me and says, gotten a request for this. Can you respond to this this school and let him know why that's not a good practice?" But, great resource again, I think simplifies the process, makes it very
visual and easy to understand. The other thing that we would have for teachers is this other document here that they would have as part of their their safety plan documents. They're uh
materials that they would grab as they leave the classroom. It also outlines it. I think it would be prudent and in the guidance is kind of have have it close to your desk in case you're, you know, you're on the phone or you're at your computer to grab and then of course to indicate
if there was a need for help whether you are in your classroom or whether we have evacuated the school setting at that point in time. So, um questions on on any of that as before we move on to any any other parts of the
presentation. I'm going to skip to the safety plan review. We'll come back. I don't want to um get too far out of order here, but I think what you'll see at the start of those documents is a couple things. That there should be a reference to these changes in
terminology since they are new. Um we provided a a template to each school that updated all the terminology so that uh our school leaders just had to copy and paste those specific portions that were highlighted in yellow to replace the corresponding part in the previous
plan. And then any of our school leaders elected to keep those in yellow uh to call them out for for teachers and school personnel as this transition occurred. So, a little bit different approach, um one school decided to really kind of
copy that matrix that we reviewed and leave it in there in that manner. Another of the other school elected to condense that a little bit. Yeah, I think probably adapted to what their teachers are more accustomed to hearing. I think both approaches are are
good and can certainly appropriate. >> One of the things I I know that during an emergency someone's not going to be flipping through necessarily reading through this, but I also did notice that your prefixes aren't all the same. So, some we have the area code of 317 and
some you don't. In an emergency people need to know what that code is going to be dialing. You know, we had when 911 first came out your number was 911 and people in emergencies couldn't find the 11. So, making sure So, we went back to 911.
Make sure you say that. So, making sure that all that is the same that you have 317 on all of these pages. Again, I know that the principal's not going to be flipping through and whoever is in charge of the time will be, but you need to do practice to have them. So, I think that's a that's a real good
those changes. So much clearer. You can still take classroom rosters with us also. >> There are some capabilities within Navigate, but they're we're we're we're taking more steps every year to utilize those those features.
All right. Let's look at just a couple other things, um I mentioned the Navigate emergency management system, um I suspect it may have been a while if you've seen this since you have seen it and they're always doing some updates to
this. One of the one of the updates I was >> [laughter] >> No, we're not. >> School resource officers and then the next group that we're preparing to roll out the training to is school counselors and that will complete complete those teams
with the district across elementary and secondary level. I think that is that is it unless there are further questions. >> Not specifically related to the school safety plan, but can you give us a kind of a cliff notes update on how many
of our schools have been outfitted with um secure entryways and are we still uh utilizing the uh mobile metal detection at uh random access points at the secondaries? >> So that uh
both excellent questions. The 3M film we do have at at all of our entries and so it is um and we just a quick review of that. It's not a bulletproof film, but it is uh it is going to prevent entry um but in the
video that they advertise the product for somebody comes with an axe trying to get through glass that has that film applied and it takes them I want to say it was like 5 minutes to continue to gain entry um through that. So it uh it is as we've talked about
previously really what the safety plan is about is it is of course doing all the things that will keep our community as safe as possible. But if you really boil it down, it's all about buying time. It's about buying time for our our our resource officers and law enforcement to be able to
respond before any harm um to people within our schools. So, uh absolutely. In some places we've extended that. That's more rare, but but those those glass vestibule entries
in front of our schools do all have that effect. The metal the weapons detection systems that we utilize that's also a point of emphasis. I know again it just without getting too specific there are articulated plans and calendars
for for when those will occur across our secondary schools. So, the nurse in Chapel Hill have one set of those systems that they that they're able to utilize. The high school has in in total six.
We we can obviously move those around different places. That includes the ninth grade center they have their own their own set as well. So, one of those things that we know is is critical and of course we can ramp it up if there's a specific concern within
within school communities as well. >> I think our future planning is to be able to I would say improve but certainly provide additional security safety and security should the funds be available to do
that. There's certainly a plan in place. We have to turn into the state still or whoever we turn into our how many drills we have each year at each school at my school. >> Once that is on there and navigate actually has a has a really nice
collection mechanism now. So, all administrators they schedule their drills in navigate and then they go in and and indicate that those have been completed and it also has a place to add notes for who is there, what they did, whether they kind of for lack of better terms threw any
wrenches into the the response that that's at. >> The fire marshal still makes a trip to our building and compliant. Yeah. >> We we did have a school that had a complete clean bill of health from the
fire marshal just last week and that is that is that is a credit to the administrative team, custodial team. And um I believe it was the middle Oh, really really huge. They're they're
all doing really well with it, but that was like a you know, Mr. Hendricks uh he when when he got that that letter back, he was immediately sent it to the principal a copy and Dave Erickson and I and we were ecstatic that we had we had achieved such a status.
It's awesome. Absolutely. >> I I know there's a little different thing what we're talking about, but I know why Mr. Wilson has both said that um if conflicts between students in the hallway has been down a lot. I know for
students when we talk about school safety, that's a big huge part of how you feel about safety at your school and it's a big I I haven't had a chance to hear directly from you know, uh whatever secondary schools that that's definitely
encouraging to hear that they were just so excited about how students behave here, that there's so much love in this class here. >> Um this spring I was in the high school quite a bit and that was one of the things that I noted and talked to the administrative staff about. It is
noticeable. I'm in the hallways when they're you know, during lunch time, passing periods. Um that is correct. Students are polite. They you know, it's not loud. It And the the administrator shared that
they had seen this improvement over time. I I would like to think that was the place we were pre-COVID and and we're getting back to that that place again. But it's a pleasant experience to go through our
secondary school. >> Thank you, Dr. Sammy. >> Thank you. >> Moving on, Dr. Sux, do you have any board information or comments? >> Okay, a couple things. I thought opening day went well. I got lots of feedback and getting lots of great
feedback, most of it really funny. Um and I've enjoyed that and tried to make sure I responded to everyone today. Um but I thought it was a really good day. The The focus was really to help us understand as a staff, and I'm you know,
I mean everyone that we're moving in a particular way. We're on a path together. We really wanted to emphasize um this idea of leadership and that everyone is responsible for that, and you need you know, you just
can't sit in the backseat and and take direction and you really have to be an active participant. Um and that's a great segue into our book if you want to go ahead and pass those down. This book is the one that as an administrative team
not just principals and assistant principals, but all of us are um reading together and um we meet quarterly with the whole team and um they're broken up into groups and they present
the chapters, so we've Yeah, so we've um heard from the intro, chapter one, chapter two. The The bar is set really high. They did a phenomenal job. And so I Again, the purpose in in studying this together is to really
bring us together and talk about what it means to build a culture of excellence. What does that really mean? What does that mean for Wayne? And taking um a closer look at the systems.
And I've said this several times to to cabinet, if it doesn't fit the system, we're not doing it. All right? It's that taking things off the plate that just don't belong there. And and some of us doing, you know, because this I like this part of it and
I don't want to do this part and those kinds of things. Just kind of bringing our arms around all of that. So, that's exciting work. I hope you enjoy the book. It's a really a good read. Um Students arrive on Wednesday. They're
coming, ready or not. I um alerted you that Skyward was a nationwide outage. Um and it is causing all kinds of havoc um in the country. It certainly has put a strain on what we're doing here. So, when it was down for 6 days, which was
just a couple days ago, we couldn't do any scheduling, we couldn't enroll anyone. Um it just stopped. Are you there? And we're trying to play catch-up. We've we've got great staff. We're coming in
after hours, coming in on weekends. We have folks that don't um typically do enrollment that are pitching in. So, all facets of the district are trying to help to get everyone. Unfortunately, there are going to be some students that will not be able to start
on the first day. I think I also mentioned we had 300 that got stalled. Well, then 100 showed up today. Now, that's a great problem to have cuz we we really want students and families to be here who want to be in the way. Um but it just is causing a backlog
backlog. And so we're working on a communication that will go directly to those parents who have applied to let them know what the hold up is. Please wait for an email from us which we're hoping the delay isn't you know not more than a couple of days max. That's the
goal. Um and once they get that email then they're able to get in Parent Square, they'll know what teacher and what you know what time they need to be at school and what their bus route is. >> And that being the secondary or elementary school too? >> Oh, it's K-12. We have a lot of littles that showed up
the last minute. >> So they're in the district too? >> It'd be an awful Obviously, we just took enrollment away from the schools from their enrollment secretaries. Is there are there old enrollment secretaries helping in this? >> Make sure.
>> Cuz obviously they have the know-how and the ability. So so >> Great question. Absolutely, everyone's pitching in. >> Have we seen enrollment going up lately? Hard to tell. >> If we are at 15,000 at the start of
school, we've met our goal. So we're inching closer and closer to that. You know, we've got to clean the data. Right who shows up. That's right. That's exactly right. So we'll we'll we certainly will keep you informed. Right
now, 14,000 772 or something. >> Does that include our 400 that have been enrolled in? >> No. Right. So so we're trending the way we want to be trending right now. >> What's that DDU and they got A through J
schedules done but those are the secondary ones. >> Okay. >> As we're talking about enrollment, we extended enrollment for those who after week June 4th, they continue to apply. We said we would put you on a waiting
list. And so, when did we cut that off? June's late. Late June. Right before break. >> June 4th. Then the waiting list would have been >> The ones we got back? >> 2 weeks ago.
>> Okay. And we had 70? >> Eventually, no. The waiting list when we audited, there were duplicate applications. There were out of district that had already been denied that applied again.
So, I think we ended up with around 20. >> But We have our counterparts, surrounding school district, do that in the second semester. It's the back athletics. So, they open it back up in case there's any movement. That's the game we're playing.
Right. And so, we're almost forced to do that. If we don't open it up Potential to do just go We will. And we will accept their siblings. Students in the size, so that'll be 7th through 12th. That That movement will happen. So, we'll monitor that. Keep you
informed of what that looks like. >> Change siblings as well? >> Yeah, they have siblings. Absolutely. Yeah. Um stairwell at Ben Davis High School, you might have noticed that um that main
stairwell going up to the second floor, that's right in front of the cafeteria. We're still waiting on parts of that, mostly the railings. And so we boxed that off. I thought it looked okay. It's not the best
um the solution. We'd love to have had the rails, but I think it's the best solution in terms of safety. And so we're hoping to have that project done at the end of the semester. >> All right, good. >> Oh, uh so all contingent upon the railings arriving on time in a timeline
that will allow that. >> Yeah. Yeah, that would be the goal. >> So, great. We'll keep you informed. >> Thank you. Thanks. Something else I don't know if you noticed um we're all aware that the cell phone policy will go into effect, no cell phones from the start of school to
the end of the school day. We've sent out several notices to parents. We'll continue to do that through Parent Square and our graphics along with that. In the high school where this will probably be a shock and hard for students because
they have been able to use them between class between classes, passing periods, and at lunch. Remember our elementaries and our middle schools have not had their phones during the day. This is not for them. So, grades 9
through 12, it's going to be a little bit of a shock. But at the high school, they have these no cell phone signs. Um so, I know um our teaching staff, they've expressed concern of you know, what's this going to be like? Are we going to have to police this? Are kids going to push back?
We'd say sure. Early in the beginning, some will. Most won't. They know this is happening. Um if you remember I visited all the secondary schools and said, "This is a real thing. Like, this is going to happen." So, uh you know, we'll be watchful. We certainly will support
um administration and our teachers as we And parents, I think parents are going to be so Parents are going to struggle with it. So, um just a couple of projects that we're finishing up. ESCC, um Garden City. I haven't been over yet,
but I am this week. I've heard it looks beautiful. Um so, we're so happy and excited for them. We have um just a couple of projects of roads and Roby that are just being spruced up. Um and it'll happen at
fall break. So, not complete carpet um replacement, but places where we need paint, you know, we just want facilities to be maintained. So, that'll be happening at those two buildings. Um we're going to start our straight-A events. I understand it's my first time
doing this. If it's raining, we're going to be outside. I saw that some of you accepted it. We may be out there in the rain. If it's hot, we're still going to be out there. Um but that starts August the 4th. And then, we cannot let this night go by
without saying happy birthday to Mr. Gordon. It was just Friday. All right? Happy birthday to you. Happy birthday to you. Happy birthday
Happy birthday The one last thing is that we are passing these out at back-to-school nights. So, that So, that started tonight, correct? Started tonight. saw the need for that referendum. And so, I'll leave these here this way so you don't poke yourself. If you would like one for your
yard, please please please take one. Um if you know a neighbor who would love to put this in their their yard, please take one. All right, that was it, Mr. President. >> Uh uh Dr. Suggs, we all know comparison is the thief joy, so I'm not going to draw any
comparisons, but I will say in one capacity or another, this is my 15th opening day. And this morning was truly spectacular. And my reflection is the first time um that there's been a focus on our students' talent. And that was really
special. >> Thank you for going that far. >> Kudos to you and the entire uh group that I know it took to put that together. So, well done. >> Thank you, Dr. Harvey's team. Phenomenal. To make it happen so seamlessly, so
appreciate you. >> Um former Mrs. O'Day Markee and I uh had a a conversation with a very tenured uh teacher this morning. Um the message was very clear. Um I mean
uh Mrs. O'Day Markee please interject if I missed anything, but uh I believe that um our staff fully supports and is dedicated to helping our community see the value in passing this referendum.
But there is a clear expectation uh for this to be connected to uh contract negotiations. >> There's some confusion, I think, also about ancient Ebonite. >> Although she has to go. >> I mean, I'll just say
that wasn't us, right? So We wanted the races. >> Yeah. >> What's that >> In additional uh 10 years, there's a group of at least I know for
us as a group in there crunched up that some after they make more just because of what happened in that that time frame. So. Is there anything else resolved? >> Any additional comments or information this evening?
Have a motion to adjourn. With a motion and a second, all in favor say I. >> I. >> We adjourn at 7:56.