I pledge algiance 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.
>> Good evening uh everyone. The rain changed the momentum of the day. So now I am trying to catch up with it and although I may say it's gloomy, I always call the rain liquid sunshine. So I'm just going to look at it a different
way today. Um we have staff and student recognition. >> Yes, ma'am. We have uh one exciting staff recognition. I'm going to turn it over to Dr. Allison to go over it. >> Thank you, Dr. McCall. Uh tonight we are
proud to recognize William Bill Guiney for a remarkable achievement. On Friday, April 10th, 2026, Mr. Guinea was named the 2026 Indiana Skills USA Adviser of the Year, an honor that's presented at the State Skills USA conference and
competition. Mr. Guinea serves as a CAD instructor for the Porter County Career and Technical Education at the Porter County Career Center, where he prepares students for careers in computer AED design and drafting. Skills USA Indiana is a statewide part partnership of students, teachers, and
industry professionals dedicated to preparing high school and college students for careers in trade, technical, and skilled service occupations through competitions, leadership development, and hands-on training. The organization helps students build the technical, workplace, and personal skills that are needed to
succeed in today's workforce. The adviser of the year award recognizes the educator whose dedication, mentorship, and leadership have made an outstanding impact on the students and on the Skills USA mission. First, please join me in
congratulating Mr. Bill Guiney and we are going to call him up in just a minute to say a few words, but before that, we have a video of him being presented with his award. Uh, Chris Clipper, do you think you could get that thing up and rolling? Thank you. My name is William Gene. I teach the CAD
and animation. So, in our class, we do design work with computers. So, we draw a blueprint and make 3D printer parts and things like that. We also do some animations, too, which is really kind of fun. I guess if you're interested in designing houses or designing mechanical
things or making animations, all those things, that's what we do in our class. So, if you're interested in those things, I'd love to have you come out. >> Mr. is a really good teacher to me because he has a really good way of teaching things and he really like makes tries to
make sure if you want to learn you can learn. So if you ask questions he's really good at like answering those questions and he also keeps you entertained and like cuz he's kind of funny. He's a fun guy. Um and he really
keeps you entertained and you listen to what he's trying to say. >> Mr. Gen as many know him as Dr. Awesome. Uh he certainly embodies that moniker. Um he is he's a fantastically positive
individual. Uh played video games, plays. Um I think he brings a lot of that strategy and mindset to his students to his classroom. Uh and that's why his students love it. >> So Mr. G really with his students. He
has the biggest kindest heart. Okay. I know from having conversations with him that he's willing to do anything for his students and that comes through in his class with building relationships that way. He gets the best out of his students. So, he's just a great allound good person that really has the best
interest of students here. >> Mr. is one of my favorite teachers because I know when I walk into his class, I'm going to learn something new, whether it's like silly or actually about CAD, but I always learn something. Uh Mr. Gee is always positive. Uh he finds like the things that are positive
about situations and if he can't find those things, he will help you to find those things. Um he always comes in with a smile. He always comes in to help. Um and he's always positive. He's he never has a down day ever. >> I think that Mr. G's influence is pretty
widespread. It's not just his students that he has an influence over. he had influence over other students in other classes by um he had this great ability to just be able to meet a kid where they're at regardless of what what class they're in. And I think because he can
do that, they want to be around him. He's he's an administrator's dream. Um he is is great at classroom management. He's great at le planning and um he just connects so well with the students and and he keeps them he inspires them. he
keeps them engaged. Um he's the type of teacher that's going to find help you find your way. And I think that that's important as well for students is um helping them find their way. >> Well, without further ado, please welcome Dr. Awesome or [laughter]
also known as Mr. David. Well, thank you. That was so nice. I I never really got to see that video because I was walking up to the stage at that event when they were showing it. I I never really got to see it. Um we have a video class at our school that constantly is filming things. So, they were tricking me. I didn't know what
they were doing. The students are always in filming things and I apparently doing all of that, which is really nice. I just like to say thank you to our board here in uh in my school for always supporting us over there to be able to go to those events and do those things and it's a lot of fun. I love it. So I
hope I'm going to keep doing that for a while. >> Great. >> Congratulations. >> I appreciate it. Thank you. >> You're awesome. If you don't mind with you know administrator >> yeah whatever you want to do
you guys ready three two One, three, two, one. Very good. >> Yeah, go ahead. You [laughter] jump in there. Three, two, one, two,
and we'll add those sent you. Thank you very much. >> I'm going with Dr. G. >> Very nice. I was wondering if you had watched the video, [laughter] but from the look on his face, I could tell that that was his first time
watching it. So, what a joy that was. We are now moving on to public comment. And we have two. >> We sure do. Uh, >> okay. All right. We look forward to hearing from you during our public comment. We
recognize the value of public comment on educational issues and school matters. Just a few reminders. Please come up to the podium to speak to the board. Please keep your statements to 3 minutes or less and discussions involving personnel
litigation and student discipline will not be permitted. Thank you. Uh >> first we have Jennifer Hora and then Christina Ro. Hi, I'm Jennifer Ha. I live in the district. Um, and I have two children that attended to uh Valparezo High
School last year. Um, and I believe this is on old business. I think it's E1 is the conversation of cell phone policy. Sorry, the um the app system for the board for the agenda is really not userfriendly on cell phones or or
computers for that matter. Um, and so, uh, to my understanding, and I have spent some considerable time in the last couple of weeks trying to figure this out, uh, I do understand that Indiana has passed a law that has made changes to the cell phone policy and that Valparezo Community Schools is required
to respond to that. The policy that is posted currently on the board website seems that you have settled on option B. Last I knew you were considering two options. Um, first of all, I find it concerning that parents of other school
districts that I know of. There are school boards were working on this January, February, and March, but this doesn't come up until May here. And that other parents in other Indiana school districts were uh sought information from parents, from community
members, from stakeholders as to what the policy might be. Um, it's really sad to me that like I've talked to so many parents in the district and they don't know that. As an aside, I have three specific asks from what I can tell the current policy that is being put forward and may be passed this evening. Uh,
starting with your policy actually has quote insert here the method of the school will use to store the device. That's a really critical piece of information and there's a lot of rumors going around out there about what that's going to look like and what that's going to mean. whether does that mean like they're going to be able to use them in
their phones? They're not. Um that's really considerable. Um additionally, you have as an exception B quote that students will be allowed to use theirs in an emergency, but if some of the like depending on where they're storing them,
they will never be able to access them in an emergency. There are emergencies here, a lot of them. um fall the student that just graduated the year that they were a freshman, there was like an actual lockdown like eight times their first semester that they were here. I was lucky my child was still in 8th
grade and I didn't experience that, but friends of mine certainly did. Um so c they wouldn't be able to access what kind of an emergency would they ever be able to access to them too. And then the last paragraph says that um like it's really unclear about what the punishments will be. There's nothing
spelled out. There's nothing like first time, second time, third time. It just says expulsion um and punishments and suspensions and it doesn't lay out anything of like what they're going to get caught on. It's it's 2026. Like I I am a teacher. I'm a teacher in
the classroom of teenage of some half my students are teenagers in the classroom. I understand the struggles. I am not unaware of the struggles. Um but our we all live in a society where people expect to get a hold of us on a really regular basis and for my
students not to have um like I really like that when a doctor calls and cancels their doctor's like a doctor's appointment I can text them. I know they have lunch from 11:22 to 11 you know 52 and that I can text them that time and say like hey change of
plans you can go to fill in the blank. Um it's just un and so the policy I can't even tell what the policy really is. Um and like at one point people were saying like they're all going to store them in their cars. You're just going to tell thieves that there's a thousand cell phones um stored in the cars. So I
just I really hope and it's already June and your next meeting I think isn't until the third week of July um a couple of weeks before school starts. There's a lot of work that really needs to be done on this and and parents are really upset. So I really hope that the board
and other people working on this and and will look at what other schools are doing. Valpo policy just doesn't seem to follow like Lake Central has good policies. Leaport they have spelled these out for months. So I hope that you will spend more time looking at this policy, communicating and actually filling in things like insert here the
method the school will use to store the difference. Thank you. >> Thank you Jennifer. Mr. Roer. >> Hi, I'm Christian in high school and I'm going to speak to the same topic that um Miss Laura just
did. I posted something. thing. I think I sent everybody on the board an email as well just because I wanted you guys to understand from like a parent perspective, a high school parent perspective, how hard it is and how hard some parents um have absolutely worked
to make sure our kids are respectful of technology to make sure our kids do understand what the rules are. We pay the extra money so we can have lockdown I you know times on our phone and not we don't rely on you know the Apple phones to do that. I guess the other thing that shocked me when I actually read the
proposed policies, just the intro, whether you pick A or B, is it's expansive down to um watches. My daughter is a runner. She wears a garment. I'm relatively certain that under the policy um she would get
expelled potentially for having her Garmin on her um $350 on her garment. So, I don't want her leaving it in her car or having it just floating somewhere in her locker. Kids don't have chances to go to their lockers during the day for for what it's worth, too. I drop my kids off, even if I drop them off 15
minutes early once they drop their athletic bags off and then they have to get to their classroom and they're you guys have watched some of these kids or you've had kids, you know, they've got their front backpack, their backpack, all their extra gear hanging off the sides of them, and then they have to worry about whether or not they properly store their garments so they don't get
expelled. Um my daughter's an IB candidate um student. She's an honor student. My son right now is um met with the counselors to do the IV program as well. They're really hard workers. Um and the idea of oops, I accidentally left my Garmin on my wrist and I showed
up to a classroom and that particular teacher who there are some you guys who relish in the thought of expelling kids. We had one teacher who was just laughing saying, "I hate cell phones. I can't wait until I can expel a student for seeing one in their hands. I can't wait to expel a student for knowing that they
have it in their backpack. It can be a pretext for some and and you know, he might have been joking. My kid came home and was like hysterical like panic attacks because she does take you guys' role seriously. She does, for better or for worse, she's a huge role follower.
So, she's like, I don't know what I'm going to do. I don't know how I'm going to keep my stuff together. I can barely keep my life together. All these classes, right? all these honors in AP. We took honors classes. We took AP exams. We took IB exams. We took final exams on top of AV and IV exams. She
works. She's in the running sports. So, like their running schedules as a distance runner are crazy. I don't know if you guys know how much some of these kids are running 45, 50 miles a week. In addition to working, in addition to those IB programs, in addition, she's on a couple of boards with the Balpo City
Council. Um, two of them to be specific. So, she doesn't make it home. We live on the opposite side of 30. Um it's what 15 minute drive. If she's driving safely and carefully, we use her phone to make sure we can know where she is so that I
can make sure I know what Jimmy John's to order her food to so it'll be ready for her because she's definitely not going to have time be, you know, morning running to all of the after school things to the board stuff that she goes to with the city. She's not going to have time to run home and eat. She doesn't have time for me to make an
extra lunch on top of the extra lunch that I already pack because of all of the calories. You guys, cell phones are really critical for our kids. And we've now designed an entire life over the last what 15 years. Kids are way over over booked. We've designed a life for
them where they don't have time. like the reason they can do all of the things that they can do, they can be in all these sports, they can be in all these extracurriculars is because we kind of rely on technology to help us get them to where they need. So maybe some kids are being complete
jerks and screwing around on Tik Tok and classes and I am so sorry to the teachers for that. But for the parents whose kids are massively overscheduled and that also work and that we're also working to be able to provide them with the resources that they need throughout
the day when they leave the house at 5:15 and don't come home until 9:00 at night, taking away their technology and then making it possibly punishable by expulsion if they mess up with a Garmin watch or having their digital camera in
in their bag is is horribly ly punitive and I beg you guys to not take this resource away from our family. We would we would crumble. One of our one of the working parents would have to put it. >> Thank you. >> Thanks guys. >> It's really nice to see your face to go with your emails
>> and I believe we all interpreted that way the way that you presented it this evening. So um thank you [clears throat] um to Miss Roer and um Miss Jennifer Ha for sharing um this evening. hang around. Um yeah, we have some discussion
regarding that. Um now we are moving on to consent agenda for is there any discussion? If not, we are prepared to vote tonight. May I have a motion, please? >> So moved. >> I have a second. All in favor say I.
>> I. >> Uh [clears throat] motion carries. No nazs. Uh motion carries uh for the consent agenda. We are now moving on to the finance reports uh get beginning with performance of budget funds. Mr. Holyfield. >> Thank you, Madam President. Uh each
month we present our financial report comparing the year-to-ate revenue to the year-to-ate expenditures for taxported funds. Our year-to- date performance of funds report as of May 31st shows the following. In the education fund, year-to- date revenue of 22,690,689.
Year-to date expenditures of 23,31,020. Uh expenditures do include the monthly $655,000 transfer to the operations fund. In the debt service fund, there has been no revenue to date and the only expenditure is the payment that was made
in the amount of $2,3,193. All debt and service payments due to date have been made for the fiscal year and we do have a tax draw later this month. Pension debt fund. The year-to- date revenue is a $345,000 temporary loan from the bringing day fund for cash flow
purposes. The only expenditures uh was the last payment of $72,962. Uh there is also a tax drop for that fund this month as well. in the operations fund. Year-to- date revenue of 3,762,399, year-to- date expenditures of
8,6758.889. Uh the revenue does include that 66 $655,000 transfer from the education fund and that fund also has a draw this month. The operating referendum has had no year-to- date revenue. Uh expenditures
for the first five months were $2,266,849. The next tax draw for that fund is also this month. In the capital referendum, there has been no revenue and no expenditures. There is a tax draw in June as well as a payment due [snorts]
in this month. And the re day fund has no year-to- date revenue and the only expenditure is the aforementioned $345,000 temporary loan to the pension debt fund. We believe a review of the fund showed a positive financial position and if there are no questions, we ask for approval of the financial
reports for May 2026. >> Any discussion? May I have a motion, please? >> So move. >> A second. >> Second. >> Um, all in favor say I. >> I. >> No opposes. This motion carries. Mr. Holy, >> thank you.
>> You're welcome. We are moving on to contract considerations. Dr. from a call. >> We have a handful all dealing with school nutrition. Uh it's in your packet. Uh it includes uh contract extension for food and
cafeteria supplies. Uh contract extension for milk and dairy products, contract extension for milk and dairy products, uh and breads. I know with Alpha Bakery, uh contract extension for registered dietician
support, menu planning, nutritional analysis to make sure we're hitting all the federal guidelines in that regard and contract extension for kitchen exhaust hood inspection and cleaning. >> Uh any conversation, discussion, board, regarding the contracts? May I have a
motion, please? >> So moved. >> Second. >> Second. >> All in favor say I. I. >> I. No opposes. This motion also carries. >> Thank you, board. >> You are welcome. No grants. Dr. Barb
connect. No grants. >> We'll be back. We'll >> We'll be back. All right. Um, moving on to donations and gifts. Back to you, Dr. McCall. >> Thank you. We have a anonymous donation of an alarm clock. Uh, hopefully hopefully with the flippy numbers like
when we were growing up uh at Central Elementary for a student in need. Uh Flint Lake received $7 for the cash uh for classrooms program Casey's General Stores and Hein received $17.40 uh from Casey's uh to be used at the
principal's discretion. Uh at the high school, Inman's Bowling donated bowling lane use for the 2026 season uh for our unified bowling team valued at $960. We appreciate their support. Fraternal Warner Order of Eagles donated $2,000 to
the boys tennis team at the career center. Uh an anomous anonymous donation of $74856 program and the American Red Cross donated $560 for HOSA needs districtwide.
Uh we had Palmer Photography provide his uh photography services and photo rights valued at $200 for our end of year celebration and Family Express donated 40 cases of water valued at just under $200 for that same purpose. Heritage
Evangel Evangelical Lutheran Church donated $100 to our backpacks and snacks program. Alphafi Omega donated 100 school supply and hygiene care kits to our Sims in need. and uh Kerzina Vonnor donated two large bins of clothing for
students in need as well. >> Uh any comments discussion board? >> We are always so thankful for the generosity of our community. >> That's right. Very grateful. Um motion. May I have one, please?
>> A move. >> Second. >> Second. Uh all in favor say I. I. I. >> Um no naysay. Motion also carries. We are moving on to old business. Um and the very first one is um the second
reading for this policy, but we'll uh also add um it's been a lot of discussion and so we've had some opportunity to go into the schools to hear from some students. um we've gotten quite a few emails, several um regarding
this and so um I don't honestly we're going to add a little more discussion because even uh leading up to our meeting today, we still had some more thoughts about um what is the best direction to go. Honestly, I don't um shocked that B was listed because we've
really been leaning heavily towards option A. Um because of course we know that we want the devices in the school. it's easier for the children to the students to be able to access them. Um, so that's where we were leaning. But then we we realized that we may have may
um have some areas that we need to discuss. You know, we've talked about what whether it would be exposion versus suspension and you know, what does that look like? And I so we I definitely, you know, it was never our intent to um lead the community otherwise. And you know,
we want to make sure that we're we're thorough. were very clear um about how we want to handle this. We just know it is important for us to comport with the law. And so when we are doing that, we're just trying to figure out the best way to do that. And so we know we have until July 1st to get this out because
no matter what we choose, July 1st is when um this is this has to be in place. Um so I'm going to uh lend the floor to John so that he can share some pieces that he wanted to address. Well, sorry. Before we start, um, option A is listed. I
don't know where you saw option B, but it is listed in the meeting. I'm not sure if you were looking at last on the up. >> Yeah, it's option A. Um, which is just the storage of the device versus leaving it at home.
Um, and then I know Dr. McCall has taken some time to speak with the teachers union reps too in the creation of this policy. So, this wasn't, you know, something that just came about. um from that. But as Erica stated, you know, the most important thing is that we have to
um be in accordance with the law. So John, do you kind of want to start to >> Yeah. So it I know that there's frustration that there's not been sections of the policy out there for everybody to review. This is not the first time that we've been
talking about this. Part of the frustration has been we know that there's supposed to be guidance coming from the state and trying to make sure that we're not crafting a policy that gets undone by the guidance of what we have to do. Um but in the meantime, there are a few other things that we
were looking at. Um [clears throat] certainly talking with the people that are working in the schools, the teachers, the the faculty, the students on what exactly do we need, what is the problem, how do we address that best and still stay within the law. So first and
[clears throat] foremost is usually to make sure everyone's on the same page of what would we like to have happen. The devices are a distraction in a lot of cases and so where possible leave them at home. If that's not possible because you've got extracurriculars, you've got transportation needs, you've
got all these other things that might have to change, okay, then we have to figure out what do we say in order to make sure everyone's on the same page of what needs to happen if you're going to bring it onto school property. Um the limitation on what we can do in
terms of possessing it during the school day, part of that is limited by what we can do under the statute. Um this new law limits what we're able to do with that. Now there's a discussion about whether or not to have the school provided devices or school sanctioned
devices. Uh the school sanctioned devices is being phased out relatively quickly anyhow. So even if we were to try and allow people to continue using their devices this year, that would go away, I
believe, next year. So there there may be a transitional period, but it's probably not going to be marketkedly better for anybody to have all of the problems of the current situation and all the problems of the last situation all combined into one
year. So I think what I personally am leaning toward um is to simply make that transition now of saying that to the extent that it is necessary to have a device, it's going to be a school provided device instead of a bring your
own device because we're going to have to make that change. Um we've had the discussions with um the the district personnel about what actual devices we have available. My understanding is we do have those devices available for
everyone to be using. So there's an equity issue in this of yes some people have other devices that can be useful. they have special features that that are fabulous. But if not everybody has access to that and you're allowing some people to have essentially an advantage
in in their coursework by using one device over another that makes their job easier. There's a concern that we have there about what is that saying to people that don't have access to these devices. If everybody at least has the same device, they're operating from the same platform. Doesn't mean they're
great devices. It doesn't mean that they're the world's best equipment, but these are the ones that can work in a school setting. Okay, that's kind of the direction I think that makes sense to me. Um, we have heard a lot of feedback. This is not the only
uh district policy that we're looking at. We've looked at policies from all over the state. We looked at policies from all over the country and different schools that have rolled this out. Uh there's a couple things that I look at the the sample policy that we
had on the agenda before and there's there's a number of things that I noticed as being confusing. Um the first paragraph has some language that some run-on sentences that make it difficult to know exactly what's going on. I don't want
there to be ambiguity. I want there to be clarity of where we're giving a list of these are an example the type of devices that we prohibited to the extent that someone is saying would this device be prohibited or not we want them to know and so you know clarifying that for
purpose of this policy it's defined as making that its own sentence so people know exactly what we're talking about doesn't get lost um or conflated with other parts of that sentence Um, in terms of when a student can use a
wireless device, there needs to be an exception in there for when they are using a device that the teacher is requiring for instructional purposes. The limitation that needs to be in there is but just for those purposes because what we don't want to have happen is for
people to be doing the exact problem that's leading to this the necessity of these bans in the first place which is people are distracting themselves and others because technology is built to be appealing and enticing. It's hard to keep people on task in a classroom if
they have access through their device to something that is much more engaging. That was part of the reason why they passed this law in the first place. So trying to make sure that the language we're using reflects that um that they're going to be using a school supplied device if they're being asked
to use something for instructional purposes. Um that they can use it only for the duration and purpose of the instructional task as assigned by the teacher. There is at least one situation that I know Dr. Paul has has brought to the
attention of where there are students that are transitioning buildings during the day, there needs to be some kind of an exception built in so that if they're, you know, on the bus and they're having to apply for a career tech um program
and they're going to a different facility and they have to log in that they're able on the bus, which is technically school property, to still be able to use that device without running a follow the prop of the policy. So, those are the kinds of sort of, you know, minute details that we're trying
to take into account. Um, in terms of the timing of it, where they're going to be storing it, I think the only one that actually makes sense if you're trying to limit the use in class is to not have them in
the classrooms themselves because it's always going to be a policing nightmare for teachers. they're going to spend half their time trying to figure out is that person reaching into their bag to get an extra pencil or are they trying to pull out their cell phone to do whatever they're doing and they're distracting people around them. So to
the extent that there's going to be a storage location and that's where the blank that you had referred to was the fill-in- thelank on the sample policy um the school lockers or in the elementary schools their cubbies that is the designated storage area that we would be
talking about. Um, I know that there was a lot of concern from some of the feedback and emails about whether or not that leads to congestion at the high schools that they have to stop by their lockers during each passing period. Realistically, most students don't stop
by their lockers between each passing period. Um, and in this case, they wouldn't be allowed to be accessing their phone then anyhow. So, it really shouldn't be an issue since it's bell to bell. They're not allowed to access their phone. It has to be turned off. It's not going to cause congestion of people going to their lockers during
lunch hour and passing period because if they were doing that they'd be violating the policy anyhow. Uh you can't use your phone bell to bell. So that that is the constriction that we have placed on us under the statute. We try to make sure as much as possible that we are we are
setting the students up for success and that we're setting the teachers up to be able to enforce this without getting dragged into a conversation all the time about whether or not they're enforcing it the right way. >> John, let me interject there. So bail
bail and clarification means the first bail and the last bail, not the bails in between the day, right? Um because I think uh some of the community members may have thought that students could use their go to their lockers to use their phones throughout the day, make phone
calls, what have you, but literally your phone is stored away in your locker in the morning first before first class and then you get it after the last bail of the day. Um the other thing that I think to try and address at least some of the concerns about
um the punishment side of this, so there's a distinction between school district policy and the discipline code. This does not mandate any particular disciplinary action. That's still
handled at the building level. Um so all this does is says it can be up to and including suspension or expulsion. It's not saying that those are the two options that are out there for the district to use for students. Um the building administration will come up
with what that discipline structure looks like, but that is not something that is generally set out at the schoolboard level anyhow. So we are trying to make sure that there's enough flexibility. We understand that this is
going to need to be flexible enough so that people can actually use the devices for what they have to use it for um for for learning purposes, but trying to to eliminate the uses that are not supposed to be happening.
Um there are exceptions built into this. We've we've gone back and forth on what those exceptions could look like. There's some model language that we were given. There's some stuff that is covered under the statute itself that are required to be exceptions. Uh
the one that I noticed as being the most concerning is uh this exception about the the use by the student of the wireless device as part of the students individual education plan or 504 plan. and just trying to make sure that
there's no uh ambiguity that it's only to be used to the extent necessary to comply with that plan. What we don't want is confusion over well there are some circumstances where the IP or Fiber4 allows for the device use and
then them taking it out and using it for other purposes and people being confused about whether they're in compliance. To the extent that it's required to comply with the plan, great. That's a built-in exception under the law. We're not touching that. Um but we we are trying to do as best as possible fulfill the
the spirit of this law as it's written. um the coverage of of time period. There's some um adjustments to the language that was in the option that had been posted online
to clarify during the entire duration of the school day including class periods, passing periods, lunch periods, recess, all of those are included. It's confusing if you look at the statute because they refer back and forth between definitions from other statutes,
but if you read them all together, they are talking about the first bell of the day to the last bell of the day. And so that's what we're trying to make a little bit clearer um to what has been posted. I understand and I agree. I wasn't wild about some of that language
being clear enough for people to understand what are we actually talking about. Um, so using language like that that it includes class periods, lunch periods, recess, uh, passing periods, uh, it has to be stored away in the assigned locker cubby. >> Yeah. And so with that, John, I know
that there was some conversation that we've had with some parents that said, you know, some teachers do allow phones in their classroom and things like that. And again the just for clarity here the law is stating that the the teachers will no longer have will they have the
ability to make that call or is it >> you know since it is bell to bell >> so to the extent that they are the teacher is wanting the student to use it for educational purposes and instructional purposes. So during the
class period, if the teacher is saying, I want you to use your schoolisssued device, take that out and do this assignment for it. To the extent that they're doing it during the time in class the teacher is telling them to use the schoolisssued device and for the purpose that they're doing this
assignment, that does not violate this policy. Anything other than that does. And it makes it a lot simpler for teachers to know if I didn't tell you to take out the device and use it for this particular assignment, then you can't
have it out. Um, if it is a personal device that is not a schoolisssued device, it's going to be in your locker from the first bell of the day to the last bell of the day if you bring it into the building. If you don't bring it into the building, it can be wherever else you're storing it. Um,
we are responsible for what's happening on school property. We can't tell you where to store it when it's not on school property because it's not our device. But once it's on school property, it becomes something that that we have to deal with under this law. And
then correct me if I'm wrong, but um I remember from the legislative session they said that in the law they are exempting districts from being responsible for those personal devices. Correct. Correct. They are in storage or whatever they
>> So to the extent that there was ever a concern that if a district confiscated a device that the district would necessarily be responsible for it, there is that exemption built into >> uh the legislation. Um it that is a transition into how do you deal with
>> these devices. I have no doubt that there's going to be an adjustment period. There are schools including one of the middle schools in our district that does confiscate phones when they find them. It works out and the the kids in large part stop bringing
them. Um once it's clear that it's going to the phone is going to get taken and then your parent has to come and pick it up. it no longer becomes worth it to bring your phone when everybody in the district is not carrying phones. There's not that fear of missing out. There's not as much of a
desire for a lot of these kids to go and grab onto the phone and try and find a way to smuggle it in or something like that. Um, I've talked to people that work in districts around the country that have said the first year there was a couple weeks of struggle of trying to adjust to,
you know, the reality that you just can't bring that device to class anymore. You can't bring it in your backpack. You can't just bring it in your pocket. You just can't have it. Presumably, there's going to be a little bit of flexibility in the discipline roll out as well. that is not mandated
here what the punishment has to be. But you know if if students know that the teachers don't have any choice >> and the administration doesn't have any choice then there's not as much of the
risk of of push back and the teacher not wanting to comply with the policy. It just is what it is. If we have a policy that says the school personnel shall immediately confiscate it and turn it over to administration, then that's what the teachers do and it's not a discretionary thing and they don't have to feel bad about it. They don't have to
argue about it. Their hands are tied. You can blame us for that and should. If that's not what you like, then you should tell us that. And if there's another way to do this that we don't think of down the line, by all means, keep communicating. If there's a viable option, we want to know about it. But
when we're talking about a storage policy, I don't see any other practical solution. We've talked about the yonder pouches. For the most part, these are magnetic pouches that seal up during the school day that they can put in. They're not free. So, you'd have to be spending a considerable sum of money across the
district to get one for every student that needs it. And frankly, they don't work anymore because very quickly what people have figured out is the kids bring a decoy phone. They bring an old phone and they stick that in the pouch and they have their real one still accessible to them, >> a decoy phone or any magnet
>> and then they sell magnets on Amazon that unlock those those magny seal pouches. So anybody that wants to spends four bucks on Amazon and your policy is useless. That's not worth us spending, you know, $100,000 trying to get all these pouches in order. Probably not that much. >> But the point here is too is to make
sure to to let the community know that we've really taken this policy um seriously. We've done some research. We looked at uh surrounding schools. We looked at what other people have done. Um and because we were consumed with some other things, we just we hadn't
finally um gotten back to this one. Um and which is why we're spending this time here um to make sure uh that John's points uh have been shared. Uh and we've all had an opportunity. We've each have spoken with John today [laughter] in [clears throat] depth. And so what you're hearing is what we've heard
earlier today. Um, so to not uh belabor the conversation, uh, you want to add two questions maybe when you're finished. >> No, you can go ahead. >> Okay. Um, maybe the first one's for John. Um, when we talk about the school day, that does not necessarily mean like
sports practices, no. >> Or extracurricular clubs and activities. Nope. So, you know, that that would maybe be the time if kids need to check in with their parents about, hey, practice is going to run a little longer tonight or, you
know, what's the schedule? Um, that may be the time to do it. But I'm guessing coaches also are going to want them to put cell phones away uh during practices. So, >> but there is a period between when school ends and when practices start
>> that students are going to be transitioning from their classes and going to wherever they're going. And it's at that point in time where they're retrieving whatever they they've stored in their lockers or their first class or wherever they're keeping their athletic bag and their all their other stuff. That's a valid concern about how do they
get in the high school from one place to another. It may mean that practice schedules shift by five minutes to allow people to get stuff. There's a lot of things that may have to adapt, but those are relatively minor adaptions that have to be made to make sure that people have enough time to go turn on their phone,
get any messages that they need to as they're going to the next class. You know, technology is a part of our life, but being able to use it when appropriate and when it's not appropriate is also something that these kids are learning. Um, and
They are not necessarily, it's not fair to the the students to pit their ability to resist the temptation to reach for the phone against the billions of dollars that have been spent developing devices and applications that are designed to get their attention and keep it.
>> Um, we want them focused on their schoolwork when they're >> Do you have more questions? >> I do. This one's for Dr. McCall. >> How often would you say, Dr. on the call. Teachers are going to ask students to use their say uh >> their school sponsored devices, >> right? School.
>> So, I mean Chromebooks would be a great example. Some classes it'll be daily >> because they have an textbook that they're going to be accessing. They have uh uh resources that are online, math practice,
uh uh drill, you know. So in some classes it's going to be daily, in other classes never. >> So with uh John's proposed changes that kind of addresses that, would you say >> the the key part with the school sponsored uh resources? Yeah, I would
say so. >> Okay. >> The other thing that I I wanted to mention and Ashley you had pointed this out earlier that I thought was helpful to bring up is to the extent that someone needs to get a hold of their student about a change in schedule etc. they will still have in large part their
school issued devices that may be used during the school day, especially at the high school level. If this if the teachers are using them in classes and so to the extent that you're you're needing to get a hold of them, you can pass it through the office, which is what everyone used to
do, or they also have school email accounts. And so if there's >> we can't email them. You can't email your students to their email. But as a parent, I can't send an email to my kid. >> Okay. >> That's good to know that's not an
option. >> We don't have that option. >> And so to the extent that they're they do have access to a device that's capable of that, that would be an example of something that could possibly be adjusted if it's necessary. I don't know how often it's actually necessary
to contact them with a change that they can't wait to see until they get done with their last class. But um >> well to that point and just knowing how school works, you know, having been in a
school, the we're going to need to live in this space a bit. Uh students are very diligent and industrious and so every moment they can especially those highly scheduled students with before
and after school activities they're going to be on their school sponsored issue devices in those down times. So at lunch students are going to be grabbing a sandwich working on their homework because they don't have time after
school. uh study hall uh that is manned by an aid, not a teacher. They will be on their school issued devices working on their homework, doing what they need to do while they have the
time to do it within a school day. And I think there's there's a reasonleness that we need to have in order to apply. Couple of other points just you know having briefly uh talked to you before the meeting uh and and now having some
digestion time uh you know when we talk about first bell I would be very careful with that language because we have warning bells. >> So school day starts at 7:35 at the high school but we have a 7:25 and a 30 bell.
So, you know, if it's school day at 7:35 is when those devices are powered down and secure stored, not at the first bell. >> Well, just to be clear, >> just to have the correct nomenclature, >> right? So, thank you. >> The language of it does say during the
entire duration of the school day >> as a and so this is going to be requiring some kind of clarification of from the start of the first class period. >> Sure. Just again as as you're colloally colloquially
talking about the bell thing, it's not really the first bell. >> What about lunch? So because you mentioned lunch periods and I know the version we have here includes lunch periods. Do we need to make a modification for that? So no, I think
that the modification that needs to be made is not to exclude lunch periods, but to make sure that lunch periods um when you're talking about exceptions for given permission from a teacher to use a school provided wireless device for educational purposes during the school
day. um that could be one that we could modify to make sure that that would include during their lunch period to work on homework in class. >> Okay. Yeah, I would think that would be a clarification that should be made to this. >> I think so too.
>> Uh >> that's what I was just working on. >> Okay. Good. Good. >> Another point uh that I would really encourage deliberation on would be the the 504 IEP component.
and the automatic confiscation. So if if a student who has a federally backed IEP at 504 runs a foul of using it appropriately
and then we confiscate that device and they do not have access to use it for the things that they may need it i.e. checking uh their blood sugars uh as a diabetic
that might need to have some clarification or at least some wiggle room as far as an automatic confiscation. Well, and so I mean the exceptions that are built in talk about the exceptions for medical use and I understand that the the automatic
confiscation is supposed to be if there is suspected violation of the policy they have reason to believe. This would be something that the the administrative guidelines would need to make clear on how does a staff member do
that? How does a staff member understand, you know, what is the process for making sure that you have reason to believe that? Um, and that would include making sure that you understand who the student is and whether or not there's a 504 IEP that you're not running a followup. >> Sure. But what the administrative
guidelines can never trump what the is spelled out on a policy and so allow you >> that you are to automatically confiscate it when there is a violation of the rules. Mhm.
>> And if a student is with a 504 who is allowed to only for the express purposes written in the 504 IEP, I would hesitate to have a staff member confiscate because that's what the
policy says to do. >> Confiscate that device that they are not using appropriately when they do need to have it. So, you're saying under the circumstances where they're allowed to have it under their 504 or IEP, but they're they're misusing it a different
time, the caveat that you can't take it from someone that has a 50 that has an entitlement to it under the law. >> Correct. I I as an administrator, we would need and and to educate our staff because if they see it, they take it.
Well, but it's part of my 504. Well, you're not using appropriately. Yeah. Well, now I can't use it at all >> when I need it. >> When I need it, >> that becomes problematic. >> Language be changed from shall to may. That way that it's not that they have to. >> I think that the I think that the
mandatory confiscation is necessary, but I do think and agree that you have to have an exception in there for students that have a 504 or an IEP in place to make sure that they're able to still comply with their 504 and IEP without that device. Even if they have violated
the policy, if they still need that device under their 504 AP, that would be the exception to the confiscation >> which would need to exist in policy so that the administrative guidelines could then flesh out more of the procedural component. >> Agreed.
>> Okay. And then my final my final component on this would be >> that by and large we've got great kids, compliant kids, and even compliant kids after they were not complying with whatever rule there was in place for
kids. But I do believe that we're going to need to have some education for our students about compliance on handing over the device when requested or else there will be a compounding effect with
insubordination as a secondary offense to the violation of this health policy as well. >> Yeah. And that that is certainly an implementation. >> Yeah. wouldn't it exist in policy? I'm
just talking aloud in the very real world, >> how it encounters that we'll need some frontloading on what that looks like and even uh making sure that students know that that don't make this worse. You know,
>> I know this is a little strange, but we do have a couple teachers in [clears throat] the room and we've never done this before. Um but so that we can come to a decision. Do you mind sharing any inputs from what you've heard uh
this evening? I would love to ask you to come to the podium and do that. >> Tell you that I was part of the discussion with Dr. Paul when when this was being discussed over the past several months and so she >> you're welcome to come up and share too. >> She doesn't
just shout from the peanut gallery. >> For those of you that don't know who we are, I'm Todd Winland. I am actually the president of the BTA. This is Amanda Lynwood and she is the um first I think when I was listening to a
lot of the comments that were made um the law specifically says for the instructional school day and it says that the phone cannot be accessible to and that's what we discussed a lot when we discussed this that a personal device
is treated differently than a schoolisssued device and that a personal device cannot be on their person accessible at all during the instructional day. The instructional day is obviously going to do be defined when it starts, when it ends. Um, but I know
that that's what the law says. Um, being able to lock them in lockers would be great. Um, again, the kids don't need to go to their lockers during the school day um because they can't be on the phone any within the classroom itself. I'm a math
teacher at the high school. I don't expect my students to ever use technology this year. I'll be completely honest because as a math teacher, I am going to instruct. They're going to take notes. And I'm going back to using paper and pencil that the you know, we use
Canvas for things. We use other math programs for things, but the the technology use again if if I'm going to instruct them to take it out, that's one thing. But the problem that we have now is that it's out all the time and those are the
times that the that again I think Mr. Pusso addressed it already that these are designed to be distracting and if their Chromebook even is open. I'm seeing it in summer school right now. We have kids that are trying to play video games instead of doing their work
because their work is on their Chromebook. >> AI technology to do the work for them. Right. >> Um I can at the middle school I know the um at least at seventh grade level we have gotten Chromebook carts and we are going to have the kids house their
Chromebooks throughout the day and only take them out when we specifically need them to use them because of things like the AI and the cheating um to get them back to they're going to their education is going to be better because they're going
to have to learn the material on their own. >> Dr. Alison years about technology. I mean, we he he and I together helped pick out the program that the high school uses from that technology for education and I personally love it, but
I don't love the the kids being on the computers during the class period because they are a distraction. >> Thank you. Of course, >> we've heard from parents, we've heard from teachers, [snorts] we've heard from students, >> administrators,
>> um administrators. Uh and we are um really trying to um close on an option here. Uh I I believe that we were all leaning much towards a um from our individual conversations, what John was hoping to do tonight is to close some of
those gaps, thought what he thought may be gaps for the teachers and parents. Um, and also, uh, hoping that, uh, that added pressure wasn't on the classroom teachers. Um, because this is what I'm still going to echo what I said last
month is that's where it's going to show that this policy is actually working. Every teacher literally has to be on board um, to make sure that this is successful. And so, I think we've had enough discussion. I don't think that we're at a place to You have more?
>> No, I'm agreeing. I don't think we're at a place to to approve the policy >> as we had drafted the the amendments to it. I think that the the transportation to and from um during the day and this the idea about the 504 exception to
confiscation I think needs to be reworked in language um before we pass >> and maybe any other concerns Dr. McCall has raised too. So >> yeah, I was going to ask >> could we have a little bit of conversation about the smart watches? I
mean, I wear mine to keep time, but I also track my steps all day long. Could we just talk a little bit about that? >> So, the issue with the smart watches, again, it's not that they can't be useful. It's that there's not a good way to differentiate between the when they're becoming a problem, when they're
not. This is why that I mean it it is part of the uh sort of that guidance policy that we had received as well as the the statutory language tries to be inclusive as possible about any device that can connect to the internet is
potentially problematic because of the way that they can interconnect. So can they be useful for tracking steps? Yes. But that doesn't mean that they're not also more problems than they're worth during the school day. You know what? I commend any student who
could text on these watches because it is not the easiest thing to do. And so, you know, >> well, that was part of my question. I mean, I don't use it for all those things. Kids are probably smarter than I am. They can do a lot of things, but I don't know. I just haven't seen my
watch. Maybe Todd, have you talked about the smart watches? >> Well, correct me if I'm wrong. I know in the elementary handbook, I'm not as familiar with the junior and senior handbook, but as of today and as of the what five years my kids have been in
school, smartwatches have not been allowed, right? Um my kids have smartwatches. They stay after school for things. Carson, you know, sometimes will even walk or ride his bike home. He just puts it in his book bag, puts it on at the end of the school day and then >> book bags in the cubby outside.
>> Correct. Um, so I don't I don't know if it's that's the same for junior. It's not okay. So, well, at least for elementary school, that's always been the case. >> So, and educate them on how when they should be using it. So,
>> yes, >> I'm not an expert on smart watches. I don't own one. Um my understanding is the law says that it can't communicate between two devices. >> Correct. >> So if it's just tracking steps if even if it's connected to something if it
can't communicate with another device then my understanding is that's okay. I can tell you in the classroom yes we have students that are [clears throat] looking at it constantly because a text message that comes through their phone comes through their watch. So something like that is a problem, but that's only
something that they can send and receive messages like that, not necessarily just count. >> The pedometer, I don't think is what we're worried about. >> Yeah. >> All right. So, we are going to we're going to have to come back to this one.
>> More than just counting steps, though. It does connect to a device. You can't put messages on it. But I mean, >> we'll talk we'll definitely take that in consideration. >> You got a teacher who just they're mad. >> No, we just we there's a lot to consider. Um and at the end of the day,
we do know that um and so let me just also add this because there have also been there have been parents who have sent emails in support of option A. Um that's why I don't I don't know how we got to be but we have gotten some emails
in support and very thankful that we are going in this direction. They've also talked about how distracting devices can be and so you have a you have you have a lot to consider. Um but at the end of the day every decision that we've always made on this board has been student
driven. And so we've heard, and I say this honestly, you may look at others boards differently, but I can say every each of these persons that I've been able to work with this last year have strongly considered everything based off the children that we serve.
And so I know that we're going to come up with a a good response. At this point, we do not have it. I hope that um everybody has asked all the questions that they need to. we will go back in our in our little silos and we'll think this through because I still have a lot uh to consider now that we've heard a
little bit more. I had not thought of the other options but we're going to move on and so board we're going to have to come back to this. So please take time to uh come up with your final uh thoughts and considerations and sometime this month we'll have to definitely make a decision because uh this is effective
July 1st. Okay. Uh we are moving on u passing it over to Dr. the call to go over total quality energy master plan. You've been so patient. >> Thank you. >> Thank you. >> Good evening, board. Uh thank you for having me back. The primary intent of
tonight is to share an update on your phase 2 total quality energy master plan. Uh prior to that, just wanted to share uh or revisit the performance of year one. Uh we ran trending ahead of this meeting for phase one. Um I I
believe your first year was January 1 of 25 through January 1 of 26. Um and we took a look at those numbers at the December board meeting. Um we ran trending from January 2nd through middle of May and we can share some of those uh
updates with you on these slides. Um uh as we discussed at the end of last year um you guys were scheduled to save about $436,000 uh in year one. These are energy savings. Uh your program had additional savings on top of this avoided cost
savings for some boilers we put in that are being paid for by your energy savings. Uh you all also had some operational savings which would include uh we we re uh visited or re um lighted uh majority of your buildings. Um a lot
of those buildings per year uh they were replacing lights as they were burning out quite often. Uh so that has stopped as well. Uh but again, these are just energy savings numbers. Your actual results were over 59 or $495,000
um for about 114% uh uh result for year one. Um we also discussed last time and I think this is a is something that gets overlooked. Dr. McCall and Jim Holyfield have done a really good job of having
this conversation about avoided cost. So, since we did your phase one program, NIPCO has had two rate increases. Um, each one on average, uh, there's a lot of rate tariffs you guys are on, but on average, conservatively, we're over 15%.
And so, what happens for the energy that you're not using because you made these investments, you're not having to spend that increase on that energy. And so, it's a compounding effect. Uh so what we have up here was a nine um in September of 23 there was a little over 15% rate
increase um again an average of all of your tariffs and um what happened there was you a you are avoiding spending another $1,825,000 because of the decisions you guys made to reduce your energy usage. About a
year later there was another rate increase that was approved. that went into effect in July of last year and you're now not spending $3.3 million over the next 20 years on the energy that you're not using. It's a graphical representation of what
we just discussed. [cough] [clears throat] So each time there's a rate increase, you're not going to be spending money on the millions of kilowatt hours that you're offsetting with solar energy, LED lighting, building automation, etc. So here's here's the key. LA when I came
in in December, we shared these report cards and while obviously you want to save dollars, it's the percentage of energy reduction that you really want to focus on because dollars are going to go up as as as
these rates go up. Um, but we're offsetting almost 100% of your energy um in Thomas Jefferson Elementary or uh middle school and we're offsetting about 59% of the energy from your baseline um that you were using.
And so there's a dollar amount there. That dollar amount if we hold true to that 91% 59% which that is the trend this year. Those are your trending numbers this year. They they've gone up a bit since we reported in December. um that dollar amount will continue to
go up as you have rate increases. So the primary purpose that you guys have engaged on the front end is to help properly engineer but on the back end is to continuously monitor these assets along with the contractor because they have a guarantee uh because these are
the numbers we want to see hold. We don't want to see them slip. I'm going to move into your phase two project. So you all approved a project at the end of uh December in 24. Uh last year there was a lot of engineering and
uh site mobilization and installation took place. Some of these ECMS started to come online in January of this year and most of them between January and May have come online. Uh so quick list of what we uh what you all approved and what we've invest in inserted into your
buildings are 15 energy management and monitoring systems so we know how you're using energy, when you're using energy, what the cost of that energy is. Nine solar facilities. Uh we are retro commissioning so we're we're getting your mechanical equipment to operate as it should optimally in 10 of your
facilities. you guys invested in new building controls. They're open protocol. Uh so they are open to any service company uh that wants to bid on those to service, making it more competitive for your ongoing maintenance. And then a uh micro turbines combined heat and power
generating electricity using the free heat to heat your boilers and your pool at two of your facilities full. Overall, um, the contractor is guaranteed $34 million in savings over a 20-year period.
This is a schedule update. So, in in January, you'll see on the right when when this particular item was completed or when it's expected to be completed. So, majority of your items have been completed. The the ones now that are
being focused on are retrocommissioning primarily. that has to be last because all the other elements your mechanical upgrades your building controls your solar um have to be inserted and operating in order to optimize your building through retrocommissioning.
So uh lot of savings in retro commissioning uh conservatively about an additional 15 to 20%. Uh but we have to wait till the end uh in order to install that on your micro turbines at the high school and your solar uh NIPCO required
one interconnection agreement. So panels are on your roof, the facility is wired, your microturbines are installed, they're plumbed into your building. We are going through a uh testing with NIPCO. It is a several month process. It's
going smoothly. We do expect and hope that we have it by the end of October, but we've carried it in the schedule through December. Uh right now it is on schedule and uh again NIPCO is communicating well with the contractor. >> [cough] [clears throat] >> So during construction uh in your
contract, we asked the engineers from the contractor to estimate what you could expect to save during the construction period. And we went ahead, as I stated earlier, and measured from uh January uh through
the middle of May. And again, some of your items came online in in January as we looked, some came on in uh February, March, April. But nonetheless, uh we ran a detailed analysis and to date uh for the construction year, you've saved
about $117,000 in phase 2, uh for the completed energy conservation measures. As you can see, um your admin solar literally was turned on. Uh we ran these this data, I think last week of May. They were turned on
the week prior, so we're reflecting actual dollar amounts. They look low, but that was for like four days of of solar production. uh your large um energy savings that's been at uh Thomas Jefferson Middle School and and at Flint, you you have building automation
put in um most of those savings I should say almost all the savings came from the TJMS controls uh we noticed in our trending of that facility um last month is the controls aren't operating optimally. Uh
so we've alerted the the contractor that something's up. they're running through some new tests. Um, and that's common during construction. Uh, we will not grant them substantial completion until that's correctly corrected. And I wanted to share just your investment. A lot of the the things
we're doing are out of sight. You have a lot of buildings that have received solar on the roof. You've seen the carports and that was by design to reflect to the community the the good work that is being done here. Uh, but these are your uh micro turbines at uh BFMS. Um, again, those are generating
electricity, lowering your demand cost, and then we're routing that free heat into your facility, artwork here, which you've seen. And then just some of the solar on the roofs of of various schools of yours. I want to draw something to your
attention that that comes up during construction. Uh, you [snorts] see that large vent? Um, and it has solar panels directly behind it. Uh, those would be shaded from the sun. Um, so those have been moved already. I was caught during a walk through. Um, should have been
caught during design. Frankly, we should have seen that. We didn't. Um, so during the walkthrough, those were caught. Those were relocated. So, they're not going to be impacted shade. So, on this this view, there's a those have been moved [clears throat] as well.
view room here at the high school. Those are not active yet, but uh they're in and ready to go as soon as NPCO gets through their their testing. A bar shot.
Those are high school microturbons [cough and clears throat] ready to go. again just waiting for test. So just wanted to provide that update to you all. Uh things continue to progress well. Uh good communication between uh contractor and Strataline and and Balpo.
Um I also want to commend uh Andy Blastic was uh part of this project for the first several years and did a wonderful job supporting the contractor at Strataline. Um Randy Pearl joined the team and it has literally been seamless. He's been phenomenal to work with. Um it
took literally no time to get him up to speed. He's been very engaged. Um he's was present uh last week on our site walkthroughs. Uh gave valuable feedback to contractor into strataline. So appreciate the continuity that took place from the transition. It's a big deal when you go from a director of
facilities on in the middle of a project, but we nothing was lost. So congratulations on a great um and then just personally I want to thank Dr. McCall for his vision on this project along with yours. Um it's I know it's your last board meeting tonight. It's been a pleasure to be challenged by
Dr. McCall. Uh he certainly doesn't mince words and has very high expectations, but because of that, I think we've been able to push and uh put a successful program together. So, thank you very much for challenging all of us to be better. >> Very nice. Uh any questions?
I appreciate you for acknowledging um making an adjustment over panels. [snorts] Can't honestly say I would have even recognized it had you been, but I'm just honest where I am. Um but I appreciate you for um bringing that to our attention and the work that you've
been doing and so you provided calendars and all the things that I have. So I appreciate you. >> Appreciate your time. Thank you very much. >> Thank you. >> Thank you, Bob. [snorts] We are moving on to bonds projects update. Paul. >> Oh, thank you Paul for being so patient
as well. >> All right. Uh get started here. Uh couple we've had a few different projects start here with the uh summer kicking off, but uh we'll start out with bail, go to the maintenance building, talk playgrounds, boilers, and asphalt
after that. Then middle schools. Um, as far as uh veil facility and the renovations on the addition, our masonry on the exterior blocks been completed. Uh, structural steel's been going up and should be completed at the end of this week. Uh, we finished demolition inside
the kitchen and pulled all the equipment out. Uh, that's stored. Demo of the exterior canopy has been completed as well up in the front area. Um, in the next four weeks, we've got exterior face brick to be completed on the addition,
which probably be completed middle of next week. Uh, we're starting on the interior block walls. We've got VCT going down in Vette, which Vette will be turned over in about a week. Uh, roof decking followed by the EPDM roof and casework in the Vette to be installed as
well. I've got some pictures here. So on the left you can see the exterior masonry brick going up uh at Bale. Probably got about another week there. Uh you can see in the middle there the uh the joist and the decking are going on there at Bale.
And then inside on the right side you can see Vette painting happening. Uh I did throw in some progress photos here. Obviously you see some snow in the ground. Not much happening there. Uh moving some dirt work. Uh this was taken sometime in May. You can see on the
backside there are some masonry walls going up and then this was taken about a week and a half ago. Uh masonry walls up. You can see the brick laid out. Bricks going up. Structural steels happening right now. So we'll keep those progress photos continuously going. Kind
of help you guys understand where we're at. For the maintenance and IT building, we completed our water main tie-in for the service to the building. Foundation walls were completed. plumbing and electrical underground work completed.
Uh we had listed slab on grade here in the next four weeks, but that has been completed as well as of this week. Uh once [clears throat] we are done setting steel on the bail edition, the iron workers will jump over to the maintenance and IT building which probably be Monday and Tuesday and
you'll start seeing steel go up on the maintenance building. Um interior block walls will be following that and then we'll be starting our roughins for our electrical and plug. Same thing here. You can see uh [snorts] some progress photos. So our footings
foundation's going in. Uh this was taken about a week ago that's stoned and as of right now it's uh the slab has been to uh this is just a uh phasing plan that we originally started out working with you guys with. Um, anything in the
section three and section four, which is the white, blue, and the green, has been completed. Section five will be turned over here in about a week. Uh, with school out, we started on section six, which is the admin area. Uh, so we're looking at section six, section six, and
section one to be turned over at the start of school here. Uh, the maintenance and IT building will be continuously going probably through uh, I want to say it's November. So, [clears throat] we'll we'll continue working there and finishing those off. Uh high school boilers and the asphalt
project. Uh boilers were supposed to start over the summer break. Uh we did work with Randy. We figured out that four of the boilers had already been down. We pulled those four boilers out, installed the four new ones, swap service over for those four boilers to start working and then pulled the other
four out. So, that work was supposed to be completed over the summer. We're actually complete to date now. We've got some insulation going on the piping and then we've got some controls to do next week and that should be turned. Uh as far as the asphalt, we'll start seal coating at the high school first
and then the administration will have milling and repaving to follow that. Playgrounds. Uh last week we started demo at uh existing playground at Flint Lake. Uh we'll go to Central and North View as well. Uh we'll be prepping the
new rock base for the soft surface playgrounds. Uh once that's completed, the playground uh manufacturer will come out and install their Thomas Jefferson and Benjamin Franklin. Uh we just started there last week as well. Uh we've completed the removal of
wall covering in some classrooms. So we'll be working through that through the summer. We've got about 35 classrooms including the cafeteria at Thomas Jefferson. And then we've got cafeteria vegetable be completed as well. Uh this will go into the school year, but we've
worked with the principal there on our phasing plan as well as Randy uh doing four classrooms at a time, making sure all the corridors are completed so there's no interruption to students. >> Will there be any issue with smell with
that with the kids coming back? No, it's just a standard plaster that goes on the walls, but we're taking banks of classrooms where we're keeping it kind of segregated where they're taking one side of the room. Once those are completed, we'll move teachers and students in there and move to a different side. So, we're we're keeping
it separate. So, we're kind of spreading that. Any other questions? >> I'm excited for Flint Lake. It's a new playground in Thank you guys. Thank you. >> Thank you. All
right team, we are moving on to uh new business for cons, I'm sorry, schedule of board meetings. Dr. McCall, >> uh this is an outline of tenative schedule for meeting dates for the 2627
school year. Uh as a rule, uh it's the third Thursday of each month. Uh there are three exceptions. uh July which is uh to give finance a little more time for the closing of the books for the first half of the year. Uh August which
gives finance a little more time for the budget the budget building process. >> Notice a trend here. >> And January, you guessed it, for finance to give them a little more time to close the second six months of the year uh and the full year close out with that.
But of course, all things subject to change as things might come up in your own schedules >> as is today that we're here on a Monday, not a third. >> Case in point case in point, right? >> Um, so we had a some summer uh changes
and so we do we do appreciate everyone who could show up this evening um in lie of our usual schedule programming. Um, uh, may I have a motion to accept? >> So moved. A second, please. >> Second. >> All in favor say I.
>> I. >> No opposes. This motion does carry. Now, moving on to award 2627 food service meal prices. Mrs. Ashley Bowman. >> Uh, she couldn't make it this evening,
so I'll uh do my best imitation. >> Can you handle it? >> You know, uh, we'll do my best. Uh as a result of the continued strength of the program uh including increased revenue across the maintaining strong student participation levels, no price increase
is recommended for school meals for the 2627 school year. When do you ever hear that? >> You know, >> uh we remain committed to student success by keeping nutritious and delicious school meals affordable and accessible for all students and
families. >> Oh, you can I could have probably handled that one. Well, I did add them a little bit. >> And delicious. >> Thank you. >> Nutritious and delicious. All right, board. Um, may I have a motion, please? >> So, moved. >> Uh, second. >> Second. >> Um, all in favor say I.
>> I. >> I. No opposes. Motion carries. [clears throat] Um, now moving on to public employee bond coverage. Mr. Holyfield, can you handle it? >> Okay. >> Thank you, Madam President. Uh each year we ask the board to include a list of
safe performance bonds for those DCS employees who handle DCFS funds. The resolution lists the position and personnel covered by and we request that the bond approved with [clears throat] the effective date of July 1st 206.
>> Any discussion? None. May I have a motion, please? >> So moved. >> Second. >> Second. Uh all in favor say I. >> I. >> No opposes. Motion carries. Moving. You're welcome. Moving on to the
updated K through2 student handbooks. Uh Dr. Listen and Dr. Barb Connect. I know that we are holding you up. It's all good. Thank you. This evening you received in your board packet uh updates to all of our handbooks. take the lead
on updates this year were Nicole Winters from the high school, Lauren Picket and Andy Sergeant from the middle schools, and John Miller uh representing the elementary admin team. The updates really across all of the handbooks this year were very minor. Corrections of
course of formatting, word choice, dates, uh updates to the table of contents, and then some updates to attendance, assessment language, and a placeholder of course for electronic devices. These things that you would see
are updates um mostly to align with Indiana code and law. We're happy to answer any questions, but we ask for your approval of the handbooks this evening. Any questions for not necessarily a question, but I guess
I go over the handbook with my children. Just I know that's maybe odd, but every uh novel I've read has always been like, oh, you know, check the the handbook, right? Um, do any of the teachers, and I know in elementary school it's probably hard. Do we as a a school go over the
handbook with the kids? I would assume there would be some sort of review. >> The secondary is always a handbook highlights at the beginning of the year. Certainly, it would draw attention to things that have changed or need a point of >> Okay. And elementary is in line with
that as well. I don't know how much those kindergarten we don't know in the same way [laughter] you would for secondary but we definitely cover the basics. >> Yeah. By third fourth grade I would assume that they have some concept. >> Yeah. And we educate along the way if needed. So yeah could make it a coloring
page or [laughter] be creative. I do have this this question about this I read portion. And so this additionally students who have not passed the I read they literally can take that up to seventh grade. It's a requirement that they have to take it
all the way through the end of sixth grade upon exiting and three times a year until they meet the passing >> and we're passing them but they still are just coming back to take this test >> this particular test. Yes. >> Is it only up until they pass or I'm
reading it now but or through seventh grade they still have to take it regardless. >> If they have it passed it's up through seventh grade. So once they pass they do not have to take it again. This is required by law but in in practice valo >> we don't >> it is a parody
for sure >> usually it would be >> transfer in students >> yes transfer >> I don't I don't think I realized that I was so okay >> thank you any other questions for it as always thank you for all the work on
this >> we thank our team we really the uh We need for consideration. Uh may I have a motion to accept uh the updates to the student handbooks? >> So moved.
>> I have a second. Please second. Um all in favor say I. >> I. >> I. >> No opposes. Um this motion does carry. >> Thank you board. >> All right. We have moved on to the superintendent uh search update and um
as always I lean to the board if there is something that I have missed out on uh because I do appreciate their input um all the time uh and they uh every the decisions that we make um are in support. We're always reminded that we
are oneif of a vote. What we will share is that we have been in this building a lot. I feel like um I live here now. I just need a bed and and a blanket or something. But we have been spending the last few weeks in this building um for
hours and we have had some amazing candidates um literally from the initial pool of candidates that have come in to our first set of interviews and even into our second and uh so at the second
um round of interviews it was much more intense. Uh it went from 60-minute interview to a 90minute interview um with each of the candidates asked to um tell us what their 90-day plan was for um Valparezo. And I when I say
remarkable candidates, each and every one of them were exactly that. Um and so we will not share uh the name this evening, but what we will say is that um we have gone over the contract uh using
our our finance mindset on the team to make sure that he instructed us uh well, make sure we understood because he is he has been here before. This is not uh Carl's first time having to select a superintendent. And so for the rest of us, this was a first and I have to
commend anybody who uh participates in a process such as this. It is overwhelming. Uh there there's just so much to look at. And so um we have continued to work on the contract um which uh hopefully will be posted soon
uh for uh community viewing. And then on the 22nd, I believe it's at 5:00 p.m., we are um open to public comment uh about what we have shared regarding that contract. Um did I miss anything that
you want to add, team? >> Just that I I do think that the amount of input that we got from the public was very helpful. um we took that into account when figuring out what to be asking and
prioritizing uh with the candidates. Um, and hopefully when we're able to share, you know, a final selection, we'll be able to be a little more open about all the
things that went into this and why this person um that that we eventually select meets those kinds of of goals and criteria that everybody had contributed to the process. So, >> yeah, Kay made sure she spent some time
with me. uh this evening before our meeting started um and making sure that we're pretty detailed uh with that when we get ready to present that. Did you want to add anything to that? K. >> Well, I think um at the time we announced the superintendent, we need to
talk about the public input, how we use that, how the candidates fit that those criteria. And it's very important to know that a person was selected who we hope will make a smooth transition for our rock star here. >> Yeah.
>> Um but we did really appreciate all the input we got from teachers, community, administrators, parents. It was so helpful and we used it. And as I said at the last meeting, communication came up
from every single group [clears throat] and every person we talked to stressed the need for probably a communication director. So I think you could probably look forward to that >> in the pretty near future. >> Yeah. >> But
>> that's great. I I do also want to add um we are mindful of of our community and so this has not been uh an easy decision at all. Uh and so what I do hope is that the community will remain as active
moving forward as they are with anything that comes up whether it is devices whether it is superintendent. um when I say the but we have now a legislative lead zone who has been we we knew that you know SB78 was coming it
wasn't new and so my hope and I know this kind of I won't make any board comments because I won't need to because I'm sharing now um but my hope here is that the community will just stay as involved um from Brian sharing I don't
see you listed here tonight Brian I just knew you would have something to say but nothing tonight um But literally I my hope is that the community will stay actively involved as they have um with the last couple of things that we've gone through um in this community. We
are listening um to your voices they are not ignored. I mean literally every email if you if you only direct an email to me I'm going to share it to the other four board members because it is equally important that they know what our community is saying and that you are not
just leaning on me to provide a response. And so we are more engaged I will I would think this year than we have been in a really long time. And so I appreciate this board for doing just that. So hopefully that gives you a little insight. If there is nothing else regarding the
superintendent update, we're good. Okay, we are moving on to public comment non-aggendaformational items. >> We have three. >> Okay, I'll read the disclaimer one more time. I bet you have it memorized by
now. We look forward to hearing from you during our public comment. We recognize the value of public comment on educational issues and school matters. A few reminders. Please come up to the podium to speak to the board. Please keep your comments to three minutes or
less and [clears throat] discussions involving personnel litigation or student discipline will not be permitted. But thank you for >> for joining us. >> Jennifer Hora. Uh Christina Roer and then Todd W.
>> Hello again. Yes, Jennifer H. I have two students uh in the district currently and I'm going to use my three minutes to talk about two issues. I was unable to come to the May meeting. Um I was really and I recognize the board has been very busy with a wide variety um cell phone
policy and a new superintendent search. Um, but I was promised and I was really hoping to hear more about the situation of the guest speaker on April 17th at the career fair of the lieutenant governor. Um, that uh you are very well
aware of the issues that are involved in that um and given my time limits um my husband specifically said I do I don't think I need to go demanding answers. They are certainly going to talk about this. This will be on an
agenda, Jennifer. Um, but this is now the second board meeting at least since that event and I haven't seen any public discussion in it. I read Brian's updates. I read the New York Northwest Indiana Times. I read I read the stuff. I have not seen
anything. Um, the public records request or foyer foyer requests that I'm aware of have received very little information. Um, I was hoping to not dedicate more time to that issue, but it seems like, um, we're now 7 weeks after that event. Um, specifically, I called
and talked to an individual who I won't name because that's not what this is for. Um, but they were, um, high ranking in the administration, and they promised me that I would receive the full text of what was said as well as a variety of an email follow-up of other information. I've
never re I've never received a response from that information. Again, I recognize we're all very busy. May sem Maycember is real. Um, and if you are uh if you have multiple children in your house and you are a teacher as well, that is very very very real. Um, so this
is the first I'm able, this is what June 8th, this is the first I'm able to talk about this. I'm really surprised that an event on April 17th hasn't been followed up on. I'll use my remaining approximately 50 seconds to talk about the second issue that I'm really hoping that board and and um school district
people are talking about and that's AI policy. Um and I've become much more aware of some of the Valparezo community schools um in particular the high school policies because that's where both my kids are and I'm really worried as a college professor. Six out of the six of the last major professional development
workshops I have attended have been about positive uses of AI. Everything both of my children received from Valparezo High School has been all of the negatives and all of the punishments and none of it has been focused on my husband's an engineer.
Both of us are trained to use AI professionally. My husband is on he is on his nation or his um eight state companies. He is the Indiana rep for positively using AI and everything. And
again, my time is up. Everything that's coming out of Valparezo Community Schools is punitive and negative. And that's not what's that's not what's in the workplace. That's not what's in college. Literally, I'm a college teacher at Valparezo University. We are we are focused on harnessing it for
good. Everything I received from Valparezo High School was all about if you touch it, you will get a zero on the assignment. And that's just not that's not again that's not what that's not what we're training students to go out in the workforce for. Thank you for allowing expert.
>> Thanks Jennifer. >> Why don't we take uh Miss Roer and then we'll probably address uh some of your questions together. >> Think about the AI policy. So, Christristiana Nicotero, Christina Roer, um actually it was really funny a couple
year more than a couple years ago, right after co we were at um an Apple store and my kids were looking at like some Apple device and they um they were asking what kind of devices the kids use in school and they said Chromebooks and they're like, "Oh, what do you learn how to use on Chromebooks?"
And they're like, "Oh, we use Google Chrome and we use Google Sheets and we use Google." And this guy, this is like the Apple store in Oak Brook. He was like, "Gosh." He's like, "That won't be a skill you'll ever be able to use." So, we hire people, right? Like, I'm an attorney. We hire young attorneys to
come work. Guess who we're not going to hire? Somebody who says, "I know how to use Google Chrome efficiently." You know, I I I can write a document in Google. I I know how to use Google Sheets. We want them to be able to use Excel. We want them to be able to use like technology that actually like
applies to our jobs. Um Google is not where we are drafting things um at a big firm. So if you want, you know, a six-figure job and and you want to be able to like know how to do it proficiently, you better learn it in college because they're not learning it in. We're teaching our kids at home how
to use it on their own computers. They don't use their personal devices at school. It is what it is. But figured that I that out there. The other thing and and I didn't talk about it, but guess what you guys wouldn't have known about or we wouldn't have known about as parents at least. We wouldn't have known about Micah Beckwith if my kids didn't
have their phone. My daughter found out what the previous compromise was at school while Micah Beckwith was there because she looked up who is a staff speaker and she was like, gosh, why did they have this racist at our school? Pretty concerning that that happened at all. More concerning that we didn't find
out about it yet, what happened, how that happened, why that was allowed. I don't know if everybody saw the video of the girl who it was a student who engaged with Micah after the session when the kids weren't allowed to leave. So apparently the session wasn't you know the the individual speakers weren't
ready to talk to the breakout students yet. So the kids were told they weren't allowed to leave the room that Micah Beckwith was in. Um so they're just sitting in there kind of locked in with the Micah Beckwith character and he decides he's going to do his Charlie Kirk game and dance of engaging with the students. So, one student decided to
engage. That student was very very um straightforward. It's it's online. Um would never have been able to see it, right? Under next year, this is not your issue any longer because next year there's no policy. But this year there there isn't that policy. So, the student
videotaped it and he encouraged it because, you know, he likes the Charlie game, you know, the Charlie Kirk game of back and forth. And it was pretty it was it was all about transgendered individuals and students. And that was what was happening while our kids were locked in the room with Micah Beck with them and they weren't allowed to go
learn about being doctors or lawyers or engineers or anything else that they were supposed to go see. When my daughter did go to the medical session, I'll just put the rest of this out there so next year could get planned a little bit better. The doctor who spoke with the student said, "Gosh, what kind of doctor do you want to be? You won't be
able to do that with AI. Oh, what did you want to do? You won't be able to do that with AI." So about half of her session, the medical student section was, "Oo, you want to be a radiologist? That's going to be a dead career one day." So better planning for next year's
career service or career session for the students. These were good kids. These were smart kids. I cannot believe I signed a permission slip that allowed her to go to this. Total waste of time. She said she would have been better off studying and doing extra homework because it was going into finals and going into AP and IV and all of the fun
exams that she had to do. So big waste of time. Plan better. Maybe a new career services director, maybe a new whoever is who did that did a did a bad job. Maybe it was planned last minute. No clue what happened. But you guys, they're really smart kids and they really want to do better. And this was
not the year that opportunities were there for them to do better or get more. >> Thanks. >> Thank you. I I did not see a video. Was not aware of the video, but I thank you for saying that. I'll take a try to take a look. Well, thank you for your feedback on the
uh career day. >> Appreciate it. We'll make sure it gets passed along as far as the individual experience that you had. Uh in regard to the guest speaker, uh you know, again, uh as I stated in my letter today, uh my
apologies. uh you know we uh had the best intentions uh and unfortunately our past practices uh were of a bygone time. Uh that in today's world uh you know we need to be
able to do a better job of informing parents even uh of our guest speakers coming in. Uh even though uh again best intentions of a grand reveal with a a
high ranking elected official. Uh we understand the consternation that that caused and and we apologize. U you know the decision was uh a committee- based decision uh in order to to bring someone who would be able to
speak on the state of the economy in Indiana and the career outlook uh for our students who were graduating high school. uh as you stated uh by and large uh he spoke to that uh and
uh only after the uh time was done uh was there that uh part that was many of our students uh found offensive. uh you know but as we're reviewing this
and we we have reviewed it uh we are putting in place uh guidelines and protocols uh for today's world and so that we can u continue to improve just like improving the career day experience
in and of itself uh we can improve uh how we operate together moving forward. [snorts] So uh in regard to Miss Hora and your request for information uh if
there is any records request that that should come to me. So, I apologize that uh that you didn't receive what you had requested and I would just ask uh to go ahead and just email me directly uh that
that request and I'll get you if we >> the individual that called me as a representative of the school said that they would email it and that they had my information and they did not follow up on it. Well, if you want to include that information in your email, then I can circle back around to
uh if we have the documentation uh that you request, we'll we'll provide it to you. If we don't have that as a document, then we will let you know that as well that that there isn't a document that satisfies your request. Okay, that's
um and then in regard to AI, Dr. Allison, I know you've been working a lot with uh committee. Would you mind talking about that a little bit? >> Sure. Thank you. Um
so one of the things that we do is [clears throat] uh with certainly with big policies and certainly changes that are happening AI being a very good example of that uh is we try to assemble a group or groups usually groups of representation of
teachers uh administrators central office personnel and then students and eventually those groups you know get broader Um and uh we've we have internally for the last year and a half actually been working on uh what do our guidelines
look like for responsible use with kids. We have many many teachers across the district who are using it and are helping students with some of that responsible use piece that you mentioned. Um and there are others who are uh frankly probably more fearful of it and have said no, we're not going to
touch it in here. uh and part of that comes through us being able to educate and train them and bring in the right groups of training. So um we've been exploring several different kinds of partnerships that would allow us to engage in those conversations about how to raise the level of awareness and
ability of our teachers, but also just being really cautious because in this cultural moment I think that every conference that I've been to from an administrator standpoint on what it looks like in a public K12 system is to tread lightly. There are very few schools that actually have a policy in
place and even more so those that actually have a policy and guideline in place that actually even know what it says or what it does. Most teachers live in that space of not knowing exactly how to use it responsibly with K through 12 students. And it's very different obviously for K through 5, different for
6 through 8 and different for high school. Um, we are approaching everything as we do from a technology standpoint, from a responsible use standpoint. And yeah, it's out there and and we know that and we know kids are using it. And what we tend to do as a school district with technology pieces
is uh start to see where that's being innovated and being used. We try to our [clears throat] innovators and first followers, but then we convene that group of people who are really pushing that pioneering level. put them in groups, talk about responsible use and how we can deploy it um with more
fidelity and some efficacy that doesn't put us in harm's way or particularly our kids data. That being said, we were making some really tremendous progress and then we ran into a couple of data breaches as I'm sure you're aware of with the instructure and then the Naviance uh notification that went out. Uh so again,
that just gave us even more reason to kind of pump the brakes a little bit and just continue to explore slowly, I'll say. But it is something that we are being attentive to and actively working on. Um the only other process I can give you most recently that you would be familiar with is we went through the
same kind of process with Viking Connect looking for the right kind of communication tool that would work really well for a school district for K through 12 that would try to bring as many communication platforms under one umbrella that would help alleviate the concern the parents had expressed to us
for years about there's many places to look for information. I don't know where to go. So we use that same process of small group of people, small group of leaders, expanded out to teachers, expanded out to students, and then as we got broader with that and said, "Okay, this is going to work for us," then it became, "All right, whole district,
here's what we're going to do. Let's turn it on and here's how we're going to deploy it." So we're we're just in that process right now. Does that kind of get it what you were saying? >> I think that's good overview. >> And then uh Todd Windland
once again approaching the focus. I just wanted to take a minute. Uh I assume that this is Dr. McCall's last board meeting as superintendent. Um I've known Dr. McCall for almost two decades. And I can tell you the first time he observed me as a teacher when he was an assistant principal. I can still tell
you the advice that he gave me when I became BTA president. I can still tell you the first conversation we had. and he's been around longer. Losing you is is is going to be tough to replace. But, you know, you've got great
people that have worked for you. You've got, you know, a great school board who obviously has spent many, many weeks, it sounds like, sleeping here trying to replace you. But, I just wanted to to personally say thank you that that I appreciate everything that I know the
school system appreciates it and and you're going to be very missed. Thank you, Todd. >> Very nice. >> All right, it is time for superintendent. >> I do have uh
some brief remarks uh before we conclude. And as this is my final board meeting as superintendent, I do want to begin by expressing my sincere and humble gratitude for the opportunity to serve this district and community. Public education is a calling and it has
been one of the greatest privileges of my professional life to serve in this role. I am incredibly proud of what we have accomplished together. Those accomp accomplishments belong not to any one individual but to a community of dedicated educators, staff members,
students, families, and board members who have worked together to keep students at the center of every decision. I also want to recognize my family. While this position may have had my name attached to it, the sacrifices were shared. My wife Leslie and our two
children Shannon and Connor have supported me through early mornings, late nights, countless events, and the many demands that come with leading the school district. I know it was not always easy being the spouse or children of the superintendent, and I am deeply grateful for their patience,
understanding, and unwavering support. They have been my foundation throughout this journey and I would not have been able to do this work without them. As I prepare to begin a new chapter, I do so with great confidence in the future of this district. The challenges ahead are
real, but so are the opportunities, and this community has always risen to meet the moment, and I have every confidence that it will continue to do so. I thank you for your trust, your partnership, and your support over the
years. It has truly been an honor to serve alongside you. I will always be grateful for the opportunity to have been a part of this district's story. So, thank you. >> Very well said. I literally want to
thank you. >> I appreciate you for not making me feel awkward. I'm like here we want to clap. Um I will start cuz uh and actually I sent a message to able to get it. Um
but I am grateful to have spent uh the last five years uh working with you. I like to say alongside you um because it has mattered. Your presence in this community is truly profound. I cannot
believe that um this season is coming to an end. Uh it is definitely a surprise. Um so I said keep saying surprise surprise surprise. I know that this cannot be true. Um but it is June and so
the April fools uh April has is long gone and so I've been waiting for you to say it's just a joke. It's just a joke. Uh but it's not a joke. Uh, but we are grateful uh to literally your commitment. I know that you will just be a phone call away. If nothing else, I
know that we'll still be able to call and depend on you. Hey MC, what do you think about this? You know, it's too many gyms around here. So, it totally feels call and start. Um, and so, uh, you will truly be missed. Um, I actually thought I was going to, uh, shed the
tear over here, but I kept it together. Um because genuinely I am going to miss you and thank you for all that you have done literally from my time here uh in 2011 to current. You were my children's first principal here. Um and you treated them with nothing but love and so I
appreciate you for that. Thank you. >> You're just going to go down the line. >> All right. [laughter] >> Well, uh I still remember when I first got on the board. I don't even remember who told me, but someone told me you were a tough nut to crack. Uh, and I, [laughter]
you know, it it made me a little I don't want to say nervous, but apprehensive to meet with you and but I I do feel like it it took me a little while, but I feel like I got there. I cracked the nut a little bit. And uh you know I'm I'm very
sad to see you go, but um I am looking forward to the day when I get your call and I don't uh panic momentarily before answering that I can I can get your call and it can just be a a a friendto friend conversation. So >> absolutely. >> Yes. And I'll send you weird memes and
Tik Toks. [laughter] >> Won't understand. >> Well, I'm going to miss you, too. I've known you for probably the longest. Um, you were my kids teachers when you were an English teacher and they're over 40
years old now and have families that are grown. [laughter] Um, you were a great leader at Flint Lake when I was chairing the Val Plazo committee. You helped me organize over 3,000 kids to get to have input into how that park would be made. Um, I
appreciated that so much. you. The buses ran smoothly. The day was wonderful and the kids faces lit up when they saw that park revealed and you were a big part of that. Um I appreciate the way you've always shown respect for the shoulders
that you stood on, those who came before you, especially Rick. And um my son said, "Does he still have that formula on the whiteboard in his office?" Because he loves statistics and extrapolating the data. I step day was his most favorite day and uh he really
appreciated you and your vocabulary and um I was always the shortest person in the room and you were always the tallest. So we've got a lot of pictures of that. So I'm going to miss you in a lot of ways. >> That is the long and the short of it is >> it is the long and short of it. That's
exactly right. But um like Ashley said, you know, I can't wait to have a phone call that's just a friend and say, "Hey, you want to hang out?" >> That'll be great. Thank you. Dr. McCall or Jim. Um I've been now soon completing my 15th
year as the board and I think our interaction started maybe sometime during our second my second year and um and then soon thereafter maybe third year I think under Dr. Fat Tasha, you
came over um an administrative team and I've just watched you grow and rise throughout that time and have really learned to appreciate your gifts and talents and your thoughtfulness and dedication to to
Balpo schools. I know you breathe green and white and um you care a ton for our kids and I believe you um make the decisions that benefit our kids. So, I really appreciate that. When you came in
as our superintendent, I believe it was right in the middle of of COVID. And I don't need to tell anyone what a crazy time that was, but um you came in and made it look easy to kind of carry out the school work, but you assembled a
great team that we have here and um it just it's been an honor to serve with you and um to see the things that um you've brought to our board and um whether it's um or academics um vision
for our facilities and and now at the Veil and expanding there. Um just most appreciative for for all that you've done for not only the our kids and here at PCS, but for our community and um I
also appreciate our friendship that we've had over the years. And we are going to miss you and it's not going to seem the same, but we'll know we'll still see you around. So, thanks so much. Thank you, Carl. We've been through a lot together. >> We have. >> And then from one end of the spectrum to
the other where this is my first year on the board. >> Um it's been, you know, a little bit of a a quick baptism here and trying to figure out what is it that we're doing and why. And you've been extremely helpful. Um and sort of laying out here are the decisions that we're making. You
know, always know your why. You talk about that and have been always willing to to answer questions as needed. Um, one of the other things that I really appreciated, the first experience that I had with you was, I don't know, about seven or eight
years ago now in a different context. >> Um, I believe you were assistant superintendent at the time. Um, but one of the things that I noticed even then was that you you approached it calmly. You tried to approach it as rationally as possible even when things were
frustrating. Um, and that approach to leadership of not allowing yourself to get caught up in the moment and to be able to stop and think and really listen to the criticism that's coming in and recognize for what it is that it's other people that are also passionate and
concerned. Um, and that usually that's coming from a good place. and the ability to not take offense and open up and listen even in those sort of spirited discussions is exactly what I think the community needs in a leader.
Um, so hopefully moving forward there'll be, you know, a transition of leadership, but you were the leader that the district needed when we had you. And I really appreciate that you were able to
lead us through some of those extremely difficult and very confusing times, calmly, steadily. Um, and you're leaving a legacy that I think everyone should be proud of when they look back at it. So, thank you very much for that. >> Thank you. was very >> just tore your bow. I'm sorry.
[laughter] >> Oh my god. Sorry. No, I won't say it. Dr. M, I really think that you should open this gift to hear. We have um something in in Chris's office, but she can't get to it to get to get it to me.
So, we'll just leave it there. I don't think that was a good choice. Well, you can if if you're able to. All of you watching live, we are gonna ask you to hold on till we come right back. >> She tapped in the other Chris, right? >> Yeah. [laughter]
>> Yes. All right. Well, we have a couple other people here. Anybody want to say something amazing to Dr. McCall until Chris comes back? >> Any any >> you going to come visit a board meeting with us in the future? [laughter] >> You know, we live streaming.
>> That's right. >> Fair enough. I'll be tuning in with Bedra. >> Yes. Let me say this. I rode past um his home the other day and he was sitting on the porch on the phone. I didn't know I didn't know how to act. I tried to get out my camera, take a picture. I mean,
legs crossed in his rocker on the phone. I honestly we've been neighbors how long? >> Uh 10 years. >> I have rarely out of 10 years probably seen him seen him on his porch maybe two three times. and he looked so relaxed
the other day. >> Thank you. >> I literally should have gotten that picture. I don't think she can touch, right? [laughter] >> And then used AI. >> Yeah, >> I spy >> unscrupulously. [laughter]
>> I'm going to go ahead and let you open this because I don't think she knows where it is. I didn't hide it. >> Well, thank you. This completely unnecessary but very much appreciated. >> You're welcome. I say before I actually [laughter]
>> it's Yes, you can. Yes. Well, and I'm also a true believer that give people their flowers while they are yet alive. I know um my uh cultural background um you know when we have our services, those final services, there
are flowers plastered throughout the the church and or the funeral home. And so we always say this thing, give people their flowers while they can yet smell and see them. And so usually, you know, we give flowers to women, but hey, you
need you deserve flowers, too. >> I'm a modern man. >> I like it. >> I appreciate flowers. Thank you. >> Oh man. The superior person's book of words. >> A little play on all your SAT words. >> Thank you. >> I think you're going to enjoy that one.
>> Oh boy. Give us a couple words before you depart tonight. Something that we should learn. What's the SAT one you came up with the other day that he said? >> Oh, I said that. Yeah, I said fact totem and I was like I feel like Dr. McCall would have used that. [laughter] >> Uh Flesome uh is is really good
excessive as for example the praise given by a British sports commentator to the performance of the British swimmer who's just come last in the first heat of the event in the games. >> These are great. I think we figured you'd like it. >> I do. >> Yes. See,
>> I'll be reading this. Uh, >> you can know how funny he is because it's an understated sense of >> humor, but it's [laughter] >> Thank you. Thank you very much. Very appropriate. >> Yep. We thought so. >> And school appropriate. So, thank you. [laughter]
>> There's a little bit more to come and so we just thank you. If there is nothing else,