enhance that and how do we grow that in the classroom across all content areas. So where are we now? Again really working with our pair of professionals. We have 44 pair of professionals in our LAP program and so we know we will never
have enough teachers in our LAP program. So how do we grow our CARAS so that we can ensure that we are doing that across the board. So our next steps in that is to again help all of our educators
across the board to know that we are teachers in every single content area in every classroom with every educator. And so next year we want to continue to build district level PLC's and strengthen instruction and outcomes for
all English learners. Any questions? Um, we still have a one. I think we still have one of our school sites or I believe. >> Yes. >> Okay.
>> We are. let you go. >> Thank you. >> Exit. >> So, at the conclusion of u training, one of the things that uh Dr. I will do before teachers leave and we'll talk
about this at the end of the presentation. We've been collecting feedback all along and so we've done some formal feedback or we've asked teachers at the end um we've I'm sorry it's kind of brain fall we've asked u
teachers for summary to give us some feedback at the end but one of the things that we've done all along we've asked for feedback each and every time that they've met to kind of give us some feedback along the the way so that we can tweak the presentations.
It's like in a classroom. Uh you know, we really good teachers collect feedback so that they can tweak and make the necessary changes along the way. That's one of the things that Dr. Da and her team has done each time is kind of collect that feedback and make those
tweaks along the way. How many curious students are supporting? >> We just looked at that today. We're right around 2300. We're at 17% special education students as a district right
around 16 17%. >> Pretty much comparable to other districts around us as well. I'm not sure in terms of state where we are in terms of the state special education. I'm not sure where
that we're high right now, which I'm seeing myself. >> I want to say we stay fairly consistent as we were last year with special education. We are the third highest in the state of Indiana. in the state of Indiana.
>> It's my pleasure to work with our school nurses and to facilitate some of their profession development. Um this year what we focused on first was a collaboration. So we had bimonly meetings with our nurses. Um this gives
us a chance to meet with them every week and have them learn from each other and talk with each other about some of the things that they're seen in their clinic some strategies that they have of working with students and parents and staff. And so that has really been helpful for us
with our relationship with Regional Health. We have our full day trainings start Monday. Uh we have our partners from regional come in and concussions and splinting
and asthma and devices and devices. So um they want to work with our trainer from Hendricks and have time together to work on that. That parent family communication has been
really helpful. Having that time when we're not meeting, they have a few minutes here and there to call parents, talk with parents, especially about immunizations and the date up to date there as well as having more time when they're not trying to talk to the parent
while kids are coming in the clinic that time. So um we definitely have seen more consistency across our clinics and we've been able to have specific training for school nursing and increase that interaction with our families
during that time. It's paid off when looking at there. So what we'll do next year and next steps really work to reinforce those things that we work on this year. Um, you know, we're waiting to see. We were supposed to have guidance. We talked about I think the last board
meeting with four organizations and the main changes there. So, our nurse will have pretty quickly. If we don't get that summer, so our communication with parents and our teacher, our nurses. So, they're ready. It's a good group.
So, it's been pleasure to work with them. certifications for the nurses. So, we have certifications. >> All of our nurses are >> RNs. Okay. >> But they don't all have bachelors, but
they have their masters in All right, I'm gonna talk about a couple different groups here. I don't want to steal Dr. Harvey's thunder, but this is his slide and these are the groups that
he's been working with. >> Bring back all the all the great things about technology. >> But our our groups do overlap. They have over overlapped occasionally. I think the next few groups that we talk about are the ones that when you probably get
to the third and fourth steps of thinking about what late start Mondays are going to look like, you start to think, yeah, but what are the custodians doing? What are the IT staff doing and what are the front office staff doing? All of those pieces. And so hope I can
give you a little picture of how that has fit together and what we have learned over the course of the year. So for Dr. Harvey's group it is obviously it then our data secretaries and enrollment secretary so they're working
with obviously enrollment that one's pretty self-explanatory but if they're working in Skyward attendance you know those type of things within that platform they were in one group together through that whole time so you can see some of
the focuses the focus of that work being you know you can never do enough customer service. It is, you know, we have a high standard here in Wayne Township for what our families encounter when they come into our offices or call us on the telephone. The
only way to maintain that is is to pour into those people to have cadence just kind of reminding these are some of the things that you can do. This is what we're we're looking for, what people are hoping to experience when they interact with our schools. On the technology side, you know, just
those workflows, how quickly and efficiently can they address those, get everything up and running to support students and staff. The third goal point there is a huge one for the centralized enrollment process. That was one of the driving forces there
was that data accuracy on the input side. get students enroll. When that information is correct at the start, it makes the rest of of that process significantly easier for the student teacher and then in the future,
you know, all of those groups discuss. Sorry, I didn't realize to to Mrs. Bess. >> Cyber security awareness is another one. our our front office teams are our front lines in many ways when it comes to that as well. We'll talk about that a little
bit more with with treasury because that is another another space where they target and then just making sure that that everybody knows what tools we have to make their lives easier, more efficient and again result there being a better
experience for students. Where are we now? We know that we have a lot of great information on what our our teams find to be really valuable, useful time when it comes to late start Mondays with these groups. We've been able to
standardize a lot of those processes in key areas, increase confidence in technology systems, all those. So next steps continue, you know, drilling down to those ro specific pieces. you know, it's
it's a little bit of a contrast. There's the need to get really specific in some areas and then there's also a need to cross trainin pretty much everywhere. And so that's where this sets for next steps with especially our front office.
I'll pause these with our central leg how much have we had parents and all still going into the schools to do that as they've done for hundreds of years and it just seems like that's just what
we do as parents. Dr. K, I don't know if you you probably can provide a little more context on that than I can. I think that still happens often. Um, and we, you know, when families do come into the schools, we want to help them there at
that point of the school rather than question. Do we help them there or do we send >> Yeah. But in all of our communications and everything that we're putting out there through our communications department, we're, you know, trying to make it very known that we have the
centralized our website. um publications. I'll direct people to that location. But certainly, especially any of our schools sitting inside of neighborhoods, you know, that's what are used to see older student to the school. And so
that's what do most of it can be done online where doesn't need to go to either location. Um they can do it online but they paperwork from home or they can bring it to
central >> any other questions on that group. So I I smash three different groups together and modified the slide a little bit here to capture operations. But um really some some great things happening here. I
think our school police department is a group that was incredibly excited to have this time. Their focus is keeping our students and staff safe and so we really worked hard not to pull them out of buildings when there are kids there.
So this twohour stretch in in the morning on Mondays is a really valuable time for them. They have a lot of training requirements that they have to not only do but to document within Cadence and the law enforcement systems to stay active annually. So, this gives
them some opportunities to do that. Um, you know, the cadence is is unique for them. But for sure if all else fails, they're having a a weekly roll call meeting where they can process through maybe couple things that have happened in the last couple weeks that they just want to align on and get everybody on
the same page with it. Also really has helped. We're part of two different grants through Marian County. The SA grant which is a stop arm violation enforcement grant and ch which is focused on seat belts, car seats, those
type of things. And so they've been able to do the training that they need to there. And then in some instances, it gives them a little bit of a head start to spread out more across the district to get into different neighborhoods on some of those stop arm violation enforcement days. And
I think it really helped that bus drivers have really appreciated that presence. Occasionally, if they do have to issue some citations, but obviously the goal there is is not to sight people. goal is to have safe roadways and safe bus stops for our
head custodians. You know, all the groups, we we certainly were were meeting with head custodians at a regular cadence before they start Mondays, but when uh Dave Ericson told them they were going to do a book study, I think it's fair to say they all
thought they were not going to really enjoy. And I think if you if you talked to all of these groups today, they would probably be the most optimistic about the experience that they've had. They really enjoyed it. Um, you know, we balanced with this group pouring into
that leadership, but also recognizing it is a really effective time to do some things in schools because there aren't kids there. So, they're not meeting with head custodians every week. It's more like every other week. And then they can go back and do a little bit of training if they need to with those teams, but
also they can help prioritize where they're going to focus that time on Monday if maybe they just need to do a deep clean and area of the building while it's occupied. Child nutrition again an area where it's a little bit unique. We pour into those managers and
assistant managers on an every other week cadence with the leadership team for child nutrition. And then that other group is back in the kitchen with the rest of the staff. They are still preparing meals uh that while while we push back breakfast and lunch, they also
get scrunched together. So there's not really more time to prep the food. It's just a different time that the food has to be prepared and served. So I think they would also say it's been been a really valuable time. They've always had a great program for developing
leadership within their department and this has only strengthened that opportunities to do that. So I've given you a lot of those highlights. I think there's a lot of energy moving toward next school year. Again, when you think about these
groups, I think there was there was probably some some pause across the board with employee groups, but these are couple unique instances where they're glad to know it went really well. It's great to spend their time as well. And then treasurers in the business
office. So all the exciting things in the world that revolve around internal controls. Maybe you got to watch your vector solutions video on that this year. Maybe you'll meet up again next year. But it really again the balance
with this group is unique as well. It was a steady cadence of meeting, but the meetings were a little bit shorter and then they were allowed to go do some of that work that we talked about on that particular day. So, um I brought my cheat sheet up here just so I wrote a
bunch of them down there. But outstanding checks. If we wrote a check to somebody and it hasn't been cashed, it's process we have to follow. Just reminding people, pulling a list with them of what they what they need to do those checks are made out to clean those
things up. things like record retention, some healthy habits while sitting at our desk, reviewing our website items, some of those pieces to keep things and making sure that of course I mentioned earlier, but the
cyber security component is is one that we do have to confront a lot of times that is focused on financial gain and so our our team members should deal with that can experiences or share things that have
been occurring from across the state. >> It is amazing across the state. Um some of the security issues that are happening in our schools where they're trying to cipher big dollars out. So it's really
important that our teams are up to date what those scams are for a better word to recognize those. So Dr. Harvey and Dr. Sam just kind of wrap this up. Um this is
the midyear staff survey. just let you know what we asked all of the staff that were participating in our January survey. So, they had five questions that they were ranking on a scale of one to five, strongly disagree to strongly agree. And we wanted to know um first,
you know, are is the goal are the goals for late start Monday clear? We asked about the structure and then we really got into the application of it. Is what you're learning something that you're taking back that's changing your practice, changing instruction in the classroom? um is the time that's being
provided resulting in changes and then finally do you believe that it's a good use of your professional time? Then we ask three open-ended questions that you can see there. So what aspects of it are going well that you really value? What are some things you would recommend be
changes? And what are things that you see that might be barriers um to your work? So, we pulled here just a very small amount of the staff comments, but we pulled these because these representatives of the current themes that we were hearing. And so, when you
take a look there, you'll see that um they're writing about that collaborative time, the appreciation for the time with colleagues. They're writing about the time to learn new curriculum and having that opportunity. they wrote about the time to look at the student data and
really get into the root cause of why a student was performing um rather on track or below um with expecting. So those are some of the some of the survey comments that are there
and then we made some tweaks um already this semester based on the feedback that we got. We designed the survey in such a way that when we got the feedback, we were able to see some global, you know, feedback. We could look at the whole district and see where the scores were,
but then we could also look by department at the high school. We could look by staff type. We could look by school entity. And so that really let us go deeply in and see where is it that we have staff scoring that the goals and
structure are working well but maybe they're not seeing it as meaningful to their work. Then that's where we know we need to focus or are there some areas where they're saying what we're doing is really meaningful but we're struggling with the structure. We're struggling with the pacing with the protocols. Okay
then we know that's where we need to work. So we made some immediate adjustments this semester based on the data. We met with those groups and we talked about what we saw in the feedback, what we were going to be changing. And then we'll be meeting here again. We're going to get this survey again in May so we can see where we are
after a year of implementation and then we can look at are there some additional um adjustments that we need to make for the new year. This is just some other information I mentioned earlier, but our requested professional development days,
we're tracking 67% lower. We only have a third of the requests that we had last year and some of those are things that we wouldn't be able to do during late start Monday. For example, we do proact training with staff. So staff responding to um high stress situations in the
school. What are the deescalation strategies that we want to use? That's a scripted program that we have to have staff out for a full day or multiple days for that. That's not something that we can do during late start monthly. So we knew that that would still be a time
that they were pulled out at the secondary level. If the staff member takes the group on a field trip, then there has to be still a professional day for a sub for the kids that are in the other courses throughout the day. So we'll never have that at zero professional days, but we have seen a
significant decline in the states. I think there's a real effort to analyze to be out >> any questions for >> so much great information presented tonight related to the professional
development and the training happening with our staff. I'm so appreciative of that. Uh you anticipate there being a parents or family survey going out to to get students and families perspective on Lake Shark is
>> so we hadn't talked about that but certainly that would be great feedback. I what I will say without asking questions um families certainly have adjusted. >> Um we've been able to provide daycare
for our kiddos. They're using that service and you know it's worked out really really well. um we don't believe that our enrollment was affected by you know changing the schedule. So we're going to continue to watch that and
where we can gather that information we can talk more about as a cabinet just to get family feedback. >> I think overwhel overwhelmingly positive response took a couple weeks for folks to get to >> great feedback
>> especially the secondary kiddos. They love it. >> They love it. They love it. >> I have a compliment. I wanted to see based on the information you guys presented to us.
And then I have a question. Are we getting any questions on other school districts? >> I got quite a few questions when uh other superintendent were trying to figure out what to do on Mondays and we had all this snow. >> I said we're already on a two-hour
delay, so I'm out. You guys have to figure this out. Um so that was very useful, very helpful for us as a district. It just seemed like the weather hit on the weekends this year. Um but no, I've not gotten questions as
to why or what's going on. Have you guys >> just anecdotally with other um administrators in buildings just kind of excited to hear how we accomplish that um and then just what that structure is. I think coming from two TAP systems um
they have dedicated hourly professional development that's mandated um and from both of those leaders just saying that additional hour to make sure that all of the other work is able to be done with curriculum as in addition to the
instruction. So I I think in a year we're going to have people clamoring to to know what we're doing here and why it why producing those results. >> Absolutely. I gonna say I got a lot of questions in the park just because they know I sit on the board. So even in my
building several people came and like okay Graham how how do we get this over here only because I I think they struggle with we have professional development every Tuesday after school >> and and it's and it's rough because by by I mean in administrators we saying
it's like by the time we get them at 3:15 and for hour after school every every Tuesday it's a short week it's a lot. Uh so they can kind of several people ask me like how can I bring it off like I have no control over you know
my role is different over >> we didn't get any push back from state lawmakers or politicians >> as a matter of fact we got permission from state >> right I know we got permission I just didn't know >> we had it that he pushed back but
certainly you know that's another reason to collect the data should that occur and should that happen. >> Um what I'd like to share is that and you could tell we talked about this in at the inception of this whole idea of late start Mondays and what that work
would look like but the amount of planning is just tremendous. So I have to give kudos to the team who just presented >> you know it one person can't think through this. It takes all of us sitting at the table to make sense of it. But to
think that a whole district, every single person in the district is in professional development, right? >> Is incredible. And yes, on the onset, did people question it? Even though they said this is what we should do, we all
agreed. Um, did they question it? Were we unsure? I think even some of us sitting at the table were apprehensive about how well this was going to work and all the piece different pieces that were moving at the same time. But again, I give kudos to the team who really
stuck to the plan. Um, and and the other things thing I want to recognize is our teachers and our staff who, you know, when we think about teachers coming together and staff coming together and meeting, we think there's no big deal.
We have a schedule. This is what we're going to talk about. Now do it. It is not that simple, right? I mean, we had to learn to how to communicate with one another, how to collaborate, um, to some degree be vulnerable. If I'm talking
about my practice is something that doesn't work well in my class or my kids are not excelling, it's huge. Or my kids are not excelling in the way I want them to and we're talking about this out loud. That's hard. That is really hard to do. So, you know, kudos to the staff
for taking those steps. And what I would say um and I think most would agree, we've spent a good part of this year just getting to that like it is okay. And guess what? We're going to need to
lean on our colleagues to reach every expected to do it alone, right? And you know, as a cabinet, we really try to model that um for staff and working together and relying on each other and their expertise um to get things done. So, I'm I'm just
excited. It does flow right into the work we're doing with Nissle um and tell and that inquiry work that our teachers will be doing next year. And you know what's so powerful is that teachers and staff are coming to this these
realizations on their own. There's nothing like understanding it because you experience not because Dr. Sug said it or Dr. Walters or Dr. Pierce or do any of us Dr. Harris. It's because I've done it. I see it. It's making a
difference for kids. So that comes back to the question um are the late start Mondays doing what we thought they would do and there are a couple of things we wanted the schedule to one provide the structure and the space for teachers and
staff to come in right and then what we do in that space is really really important I think that's where we have spent our time making sure that that time's productive and then how does that affect student achievement That's the
bottom line. Is what we're doing with that time making a difference? We're still watching that. I have no doubt it's going to make a difference. I have no doubt it's going to make a difference incrementally. You've been to our schoolboard meetings. You see the work
that's happening in our schools and how teachers are working together in a different way and reaching all kids. So, we're still watching that data really closely to see what the effect size is, how to kids are doing, right? Um, our IE
scores preliminarily they're embargo so I can't talk about scores. Here's what I will say to you is that we are really happy with where we are in terms of kids passing that first time. Here's where we see the biggest growth are the number of
kids who are so close they can just see it. That number has grown tremendously. So, you know, we have two more iterations of the test. One in May and then one in the summer. So, we're excited about that. Can't wait to bring that data as kids move forward. Our
principles are having those meetings with parents to help them understand what they're doing to assist their children, what they need to assist their children, and so on. So, I'm really really happy. We are going to continue to work on the feedback loops. It was
mentioned that we'll get more data from staff in May as we're working on next year's schedule and what those late start Monday should look like for all groups um and and just use that data to drive for work. So, >> ask just like anything in life, you're
not you can't please everybody with everything. >> We're trying. >> I know. >> How is that? I'm sure there's been some negative feedback. How has that how is that playing into the weekly >> learning and >> we I won't say negative. I would I would
say critical feedback early on. >> True. >> As we as we moved on because it was new and we really were trying to figure out what am I supposed to be doing in this meeting and I could be grading papers and I could be doing this and I could all all you know real issues and
concerns for our staff. But I think as time has gone on, the feedback would say there are very few people who feel like this is just a waste of time. And as it was mentioned, those who felt like we needed to tweak in those spaces, we didn't wait. We didn't wait on this
survey. Give us that feedback. We're going to make the tweaks right on the spot. Make a shift because this time has to be valuable. you have to be getting something out of it and it has to make a difference in your work so that it makes
a difference for our kids. So I I'd like to say we're at a place where someone is feeling like this is not working for me or this is not a good use of my of my time they're speaking up and we're able to address that. >> I think in our school site visits too
we've heard the the power of the children don't belong just to be belong to the entire team. We kind of heard that same theme over and over which is very encouraging >> because sometimes I think as a teacher I
felt alone. Oh >> oh yeah >> and you know having that group that comes together and talks about it. I love the videotaping of of teaching. I think that that's a real um high risk,
you know, personally very vulnerable. Yeah, you have to be very vulnerable to that. And I love that teachers are feeling that safe. That's what that >> safe space and that that's building a culture. That takes time, right? We we're, you know, almost through the
school year. I can't believe it's gone so fast. >> But it's taken time, right? And we're still building that culture as people leave and we bring new people on. It's continuing to build that this is what we do and when these are the expectations,
this is how we work together and so on. So that's just going to take time and consistency. >> Mr. President, can I please ask for a change in the U schedule tonight? I'd really like to bring the middle school back report before we go into
schoolboard policies just because it it what we're talking about um this flows right into this report and what they're doing with school back if that is okay. >> Absolutely. New business item D middle school match. >> Thank you.
>> Thank you so much. Um definitely want to present this as one example. We've heard numerous times that we've got a lot of moving parts and have been very intentional in that. We could bring a number of examples where this is going really well. We can attach this. But I'm
happy to bring um building thinking classrooms. One, because you've heard about it on a few of the board visits. If you were at Chapel Hill, we walked through um sort of the process, but two, this provides an ideal example, I think, because this is work that we started
prior to late start Monday. And so what we're able to look at with this example is what the implementation was in 2425 without late start Monday and how that um came through with student outcomes and now what the implementation has
looked in a little bit of different work with late start Monday and student outcomes. So obviously not going to read this. This is um just information uh for you if you want to come back to it. But Peter L. I call him Peter L because I I would I would not pronounce that name
correctly, I don't think. But he took 15 years of research and pulled all this information together and then published it in a work called building thinking classrooms in mathematics. Um that has since morphed into building thinking classroom and other concept areas. So
we're really excited about that work. But taking a look at this, his research showed that students were really demonstrating one of five behaviors in their mathematics and structural experience. They were either slacking, stalling, faking, mimicking, or trying.
If you know me, I was an English major. I spent 113 of percent of my time in the stalling and faking and mimicking stage. Um, and then went to English. Um but what the research suggests was that really only 20% average of 20% of the
students hit that trying phase in mathematics. So we wondered why because one hand they had really really competent teachers in front of them. We just weren't seeing the student work translating in in those mathematic spaces. So what he developed in these
courses are 14 strategies that really transition the instructional lift from the teacher to what are the students doing. And so looking from an instructional standpoint, I won't go through these toolkits, but reestablishing classroom norms to be student focused, collaborative,
collaborative groups, um re reimagining teacher practices in order to look at what are the students doing based on my my teaching practices, creating that flow. So in a mathematics class especially with that concrete sequential we're going to learn this and then we're going to learn this and then we're going
to learn this. Where's the flow in from a mathematics standpoint and then assessment. What do we look um at and how do we assess our students? So again I bring this to you because we started this work in the fall of 2024 before late start Mondays. We obviously wanted
to take a look at our math scores. We wanted to build our teachers capacity. Um so started that work. We introduced you to department chairs. We piloted in a couple of classrooms. In that spring, we went to scale with all secondary math teachers. And in our current structure,
we began sort of chunked implementation. So, as you know, it caught on in a few buildings or it caught on and you know with a few teachers within the department just again based on our structure, we saw that fragmented implementation. In 2526,
this really became a focus of the secondary TLC group within all of those new week parts and link start Mondays. So we were very intentional when we were pulling math teachers together. What did that focus look like in terms of building classrooms? So we had full
scale PD through late start Monday and that full P full day PD um and then again returning to full scale implementation. So what I share here is the the um outcomes of that. We always want to really drill into what what what does
this look like for our students in terms of our work during that time. So again before building thinking fashion so before even looking at this in 2425 when we took our assessments um throughout the year as part of our curriculum you can see we had 36% of our students with
low growth 21% with targeted growth and 42% with high growth. compared that then to 2425 without the for the support and the structure of late start Monday we saw a little movement um not a lot but we saw
that but you know 35% low growth 20% targeted and not 44% high growth largely attributed to that fragmented adoption right so some teachers latched on to it they liked it with the expectations and the structure of support through late start Mondays what we're really excited
to see here is the low growth hovering at that 28%. We don't want that. So that's good that that's down that targeted growth even down a little bit too. But the jump to high growth for our students because of that structured time
um and really the common expectations across the the classrooms is really exciting to see. >> Definitely something our teachers were celebrating. Well, this is the data that we're looking at. Yes, we get a little bit difficult when we're up in the
calculuses and the statistics in like 11 and 12. That sometimes looks a little different, but we really really solid grades seven through 10. >> Okay. >> And I'll leave you with this just as you teacher and student feeling student being the powerful one. That was me,
right? I was never confident in math. I never raised my hand. I never shared. We were creating those conditions that students were operating in. So with the shift to building thinking classrooms providing that opportunity for students to really feel heard um that they can share freely they can they can
experiment with their peers and really build on that that class culture of let's learn this collaboratively together speaks to the power of again that collaboration time teachers
focused PD. >> Um, I know building thinking classrooms is still somewhat early on for us. We've got a a sample size of data. Is there any indication that our our students are arriving at high school level courses
more prepared? >> You know, as a group, that's something we've talked about as we see a shift in our elementary instruction and teaching and learning and those cohorts coming through and being ready at the middle school and then being ready at the high
school. Um, I don't know if teachers have given you any anecdotal feedback yet. >> I don't know. I can't point the data that we've pulled that would be the sort of long longevity of of school to school or grade to grade. Um, I think how many
years are we in school? >> Yes. Three years in Eureka Square. So I think that would be interesting for us to just take a look back at when we started this sort of curricular shift at this grade level and now where are we in that seventh and eighth grade space and
then ideally we'll see you know in the coming years that this idea of collaborating around that will really look differently in terms of our >> what we have talked about is that we do know it's going to shift the way we do things in secondary and I have heard
that conversation at the elementary so our primary kids moving through that they see shift >> some positive check >> from this year >> because we we talked just about this
today as well um sort of when getting to a point after year one year that we can triangulate some of that data are we looking at you know our internal assessments with our curriculum is that tracking with I learn is that tracking with PSAT with SAT And that's just kind
of the implementation curve. We're probably one or two years away from real really looking at that um from year to year. But great great place to start. >> Thank you. No, all kids are different. But little snapshot in the Wakefield house. My kids are all smarter than me,
but my oldest definitely struggled with math. My second one is is definitely progressing, but my youngest one is just the master at such a young age. And so you got one in high school, one middle school, and one in elementary. So I almost kind of see that as an experiment in the way you know I mean I know
they're just one kid and they're all different but all really smart kids but yet my one seems to really be clicking in the math so much earlier than the other one. It's kind of fun to do that. He's he he shows off his math skills to his
sisters at that age. Um, but we are teaching math differently. Um, we're thinking about math differently. And having conversations with teachers and coaches about that shift just really tickles me because we think of math as a very black
and white subject. And what we're coming to know is that it is not. We come to those conclusions and the answers in many different ways. Um but but as teachers, we've always been prepared as teachers to teach it.
And so, you know, making that shift um in math is just what are we doing with shifting family views about how math is taught? Because I remember a parent and I went toe to toe over this this way you teach
it. And I was like, >> it's just hard, you know, when you've got a group of people involved like me that school, this is the way you do it. And I think it becomes harder when parent wants to be able to assist the child.
>> Yeah. >> My TI 83 with my kids. Great. >> Thank you. Moving on to new business. Item C, school board policies for readies. Mr. Fester. >> Thank you, Mr. President.
You may have he and bad news. Bad news is I messed up and put on the policies. So you don't usually get them. So now they're gone. So the good news is
>> So you're already doing better than I do. >> A lot of changes. So these two are not too bad. So the first one is D325 drug and alcohol free workplace. So the first change is the title. The title used to be drugs and alcohol. So the
change the title does make it a little more positive, right? What we want here in the district, but also leads up some gender language. 325 also define stimulants. The control substance act
says stimulant compounds and we wanted to make that more specific. So you'll see the addition that crack prescription stimulants not prescribed by position lateral.
And then um you'll see the highlighted part down in the second to last paragraph really something that was already happening which is um if we ever had an employee
that violated this policy we work with them to offer some assistance in terms of counseling regard so Any questions you might have about policy? >> May not be related to this policy, but
with advances in nicotine products. Is there any thought um maybe we should revisit our tobacco language? Obviously, we're tobaccof free campus at all of our buildings, but now there are some tobacco nicotine products. I think I
believe that talks about cigarettes and vaping. I don't >> we may not care about those but I just I thought it was >> attorneys about you think it should say something in there says not prescribed by physician
but are prescribed by physician say by the person's position but I get the intent of this you're not somebody So not prescribed by >> you see that those medicines
are prescribed by somebody's physician >> should have things that are not prescribed to That was best. >> Thank you. Our last one, second and last one, our
first unit policy with this key program. So again a title change is updated. The old title was use of school property by organizations operating the school age childare program. So last become a more commonly
used term for school for these programs where schools are. So for us that's the YMCA for our K through six. Our code does require that the district provides this program or we contract.
We also updated some amounts of the policy from was 1 million person 2 million for our parents million. So that's the insurance that the program must carry here. And then Wayne
preschool provides child care. that most of this policy has been removed and our guidance just keeps policy more just for clarification. It says the child care provider under this policy
is Wayne's considered the childare provider or would be >> okay. >> I think it's a state term though. When I when I first brought up, this is like an old term. >> That's what I thought. It's come back
around. >> I think people generation. >> Dr. Do you have any board information for us this evening? >> Well, as mentioned earlier, I cannot believe we're looking spring break in a phase. So, the district will be um no
students um no staff at schools. Um March 30 through April 10th, we are late. The good news is hopefully people get flights out. They'll have a little warmer weather, right, for the two weeks. We will have administrators and
12 month employees in the buildings that first week completely shut down the second break. The first week of break our community theater will be at the high school. She said she had to cut off enrollments. So
that's always great. So we're excited about that. We will be back on April 13th. We have executive session at 6. board meeting that Monday night at 6:30. So, those are the events that are coming
up right away. I did want to make you aware um of a memo that I'm going to send to parents and it really is in the spirit of keeping our students safe. I made you aware of two instances, but
we had actually had three where we had two students. Another young person was not a Wayne Township student was on campus with an airsaw. As you know, those um are not deadly. Uh
don't cause much harm. Um are meant for play, but they look real and can put that individual student at danger should they come across. And thank goodness for our SRO's who are
highly trained, um you know, asked all the right questions. Situations were not escalated. the children in all three of those cases more safe. Um, but it also causes harm in terms of scaring other students when
they see something like that and staff should they see that. So, um, you know, I find it important that we send something home to parents. So, as Kevin talked about that today, want to make sure that goes out right um before we leave for spring break. So it gives
parents a chance to talk to their children. And legitimately, as we talked about this, there are places in Wayne Township where kids can take those and they kind of have these games they play. And um one of the cases or we were told
that kids really close to one of our school buildings, there's a spot where they can walk to. And so I understand it, but but it's just scary for a kid. So I want to make parents aware. Um, so
we keep everyone safe. >> Shot my friendly eye there. So, >> we didn't tell parents. >> Oh. Who won? >> Just want to let you know in case that's all I have. >> Anyone else?
I uh I won't be joining um the ROI school board visit, but I do ask thoughts and prayers after six years breaking ground on our tiny home. Oh, that's great. >> Dr. Pierce's birthday today. >> You know what we got to do?
>> That's right. >> Happy birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you.
Wish me a happy birthday this morning. Said, "What are you doing tonight to celebrate?" I said, motion. All favor say to 7:49 on your ring finger. Is that >> my
congratulations You stole your mama away from us tonight. >> You did see you. How are things going? >> I love