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- Welcome to the September 22nd, 2026 meeting of the MCCSE Board of School Trustees. We ask that you please

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- come to order. We will begin tonight with hearing the 2027 budget hearing. I now declare the hearing

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- open. Have we received any comment cards for this meeting? No, okay. No cards. Mr. Irwin, you may proceed.

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- Thank you. We'll talk through the 2027 budget and I'll look at the agenda that we have here tonight.

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- We're going to start with the timeline. Look at the timeline of events as we move through the budgeting

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- process. We'll get into the process of budget building and what that looks like for us. We'll go through

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- the examples of the DOGF forms. We'll give some comparisons of 2026 and 2027 and then we'll take some

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- big picture takeaways.

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- So this is the same slide that you saw last month. Just move forward to where we are now. So we have

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- our authorization to advertise the budget back in August's board meeting. We advertise the budget, capital

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- projects plan, bus replacement plan on September 8th. And then here we are tonight. This is our budget

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- hearing. As we move forward in the timeline, next month is actual budget adoption for 2027. And then

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- what you see there at the end is the 1782 notice arrives.

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- in December, that is simply just our budget. Notice that we get from the DOGF. So in that time period

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- between October and December, our DOGF rep is going to work our budget. She's going to give that back

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- to us and then say, here's what we've come up with. Do you agree? We have 10 days to respond to that

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- information or to make any adjustments that we want to make to the budget. And then it becomes final.

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- So that's just an update on the timeline. Where we're going to spend a lot of our time tonight is talking

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- through some of this

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- And it's just the processes that are involved in us building out the budget. There's a lot of different

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- lines that are built into it. But overall, the three key points are there. The first one is

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- it's a data-driven approach. So our past expenditures and our expenditures currently through this year

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- are that starting point of what it is that we're looking at. And that makes a lot of sense for a lot

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- of different reasons. We're also looking at our current revenue and our past revenue. Again, looking

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- at that data from the last few years

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- to see how it matches up with what it is that we're seeing currently in 2026 and what it is that we

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- expect to happen moving forward. We're identifying trends, things that the trends that we think will

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- continue and the trends that we don't think will continue. And some of those trends might not continue

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- because guidance has changed. And so that's something that we very much think about. An example of that

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- would be the distribution of license excise tax or commercial vehicle excise tax or financial institution tax.

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- those different revenues that we received into the school corporation, there's guidance that tells us

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- where those funds or where that revenue has to be placed. And over periods of time for the last couple

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- of years, that guidance has continued to change. No different this year, that guidance continues to

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- change. And so that impacts how we budget and what revenue that we expect to receive in any given fun

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- demographics. Student

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- enrollment as our number one source of funding as a public school corporation and we continue to monitor

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- what our student enrollment counts are as well as the demographics of our area and we've talked a lot

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- about that at different board meetings so I won't go too far into depth on that. But it's a big piece

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- of what it is that we're looking at as far as data goes that impacts what we expect as it relates to

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- revenue especially into our education fund. Facility needs we complete building walks we're getting

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- ready to talk more about our facilities master planning process tonight.

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- that really impacts what it is that we think that we'll need to continue to upkeep in the ongoing day-to-day

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- of the operations fund, but that long-term big-picture view of our debt service fund and our bonding

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- capacity to upkeep with our facilities. The tax-based studies, policy analytics. You guys know that

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- we partner with them in order to not only continue to be on top of knowing what's happening within the

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- tax base that we exist within,

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- but how the legislation that's passed interacts with our tax base and how that impacts us as a school

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- corporation. That very much is a huge piece of data that is really important to us determining what

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- is the appropriate budget in any given line, especially in our referendum funds and our debt service

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- fund and our operations fund. Flexibility is the second key point. We're building out a budget just

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- because we expect revenue to happen or just because we expect

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- expenditures to happen, that doesn't mean that they will actually happen for sure, right? We're not

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- being able to fortune tell that piece. And so it's important that we create flexibility in the budget

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- lines that yes, we're pretty certain as that this is a very accurate and conservative estimate, but

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- we need flexibility based on the variety of outcomes that can happen over, I'm running out of time already.

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- She's like, shut them down. We need flexibility as that 18-month looks. The budget is really an 18-month

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- look for us because not only are we trying to predict what it is that will happen over the course of

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- the next six months dating back from the first six, but it's all of next year as well. And so we need

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- to have that flexibility when we look at the overall budget for an individual fund.

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- We want to make sure that we have the flexibility that as things continue to change, whether it's due

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- to demographics or legislation or expenditures or different things that happen, that we have the ability

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- to navigate that. That's a big point. The last bullet point that is on there is important is

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- just anticipating variables. And I've alluded to this a little bit. The legislation, this upcoming

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- legislative session in 2027 is the long session. It's the budget session. So they're going to be determining

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- the funding formula for the next two years. So it's really important, and I can't predict exactly what's

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- gonna happen, but I have to make estimations of that over this process. Student counts, I have to not

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- only try to understand what's gonna happen in October count of this year, but spring count next year,

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- fall count next year, and so we're making assumptions based on those things, and again, those are things

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- that we aren't in complete control of.

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- Assessed value that goes back to the policy analytics piece. Continuing to try to measure what SEA-1

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- is doing to net assessed value and how that interacts with our fund structure is something that we're

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- trying to anticipate that variable. That's something that everyone across the state and quite frankly

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- I think the legislators as well are trying to determine what that looks like. Cost of goods and services.

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- We know that the cost of things continue to go up whether that's fuel, that's insurance, services that

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- different people provide to the school corporation,

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- Over time, the costs of those things continue to climb. Yes, we try to find operational efficiencies,

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- but we have to continue to plan that the cost of us operating the school corporation will continue to

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- move forward. And so we plan for those things. And then staffing. It's the number one expenditure of

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- the school corporation. It's the people that we employ that serve children every day and trying to make

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- sure that we account for what it is that we think are the possibilities of staffing as it relates to

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- all the other pieces that I just talked about.

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- And so it's the interaction of those of all of that data really that helps us to identify what is the

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- appropriate budget in any given fund as well as making sure that we built out flexibility for ourselves.

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- There's a big reason that I like to think about the budget as the plan. And I think about our cash flows

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- that we continue to talk about as the pulse, the pulse of what's happening and how things are actually

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- happening on a day in and day out basis or month in and month out basis, the budget.

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- is that plan that we think is going to happen. It sets those rates, those levies, and those guardrails,

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- a budget of which we have to operate within as a school corporation. So let's move forward and look

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- at some of the budget forms that we work within. There's a lot going on here on this slide, but I've

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- color-coded it to help direct some of your attention to some of the different pieces on here. This first

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- part is that next six months look. It's an 18-month look. This is the first six months, so July through December.

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- They have us input what revenue that we expect to collect, what our cash balances were as of June 30

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- of this year. Non-property tax revenues that we expect to receive, they total that out. They look at

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- our expenses. One of the ways that the system works, we don't have a say in this, is that they assume

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- that you're going to spend every dollar of your budget. We know that we're not going to do that.

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- But through this process, they always assume that you're going to. And so when you look at remaining

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- appropriation on line five, that's the remaining appropriation that exists within the operations fund.

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- That's the example we're using here tonight. And so they assume all of it is spent. And then they're

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- looking at the bottom, you see transfers and outstanding temporary loans in the operations fund. That's

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- where we took a tax anticipation warrant to help us for cashflow needs at the beginning of this year

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- as we continue to work towards a position of financial strength.

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- we have to pay back that tax anticipation warrant at the end of the year. And so I'm showing that $3

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- million going back to the Indiana bond bank. So then what you get at the end is what is the expected

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- cash balance at the end of December of this year? And then that flows forward into what you see on this

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- next slide, which is calendar year 2027 set up the exact same way only in property tax levy.

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- That's the 30,333,111 dollars. That is the max

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- Operating levy that we can have for operations fund that's determined by the state through what's called

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- the MLG queue or the max levy growth quotient. The next number that you see, that's property tax cap

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- loss. When we levy dollars, that doesn't always mean that we receive all of them. What you're looking

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- at mostly is the estimation of SEA one as it relates to revenue that's levy, but not actually received.

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- And so you see that negative there on the screen.

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- And then non-property tax revenues that would be receded into the school corporation. That's some of

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- those other things I mentioned earlier, license excise tax, commercial vehicle excise tax, financial

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- institution tax, interest earned on cash in the bank. Some of those other things that are revenue that

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- flows into that fund. It gives you what the expectation is for those totals for calendar year 27. 15,

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- that's the budget guardrails that we set for the operations fund. And then you move down

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- then again, it assumes that you spend every dollar of that budget. And it says at the end, is it a fundable

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- budget? Meaning, is there dollars left? Is the cash that you have on hand and the budget that you presented

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- leave you dollars at the end? That's how they determine whether or not it's a fundable plan. The last

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- part that you see at the end, that's the tax rate calculation. So the number that's listed there, that's

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- 85% of last year's net assessed value.

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- That's the DOGF best practice that they ask us to use and what was default into the new system that

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- they created this year. Off to the left, I put the calculation as to how they come up with the rate.

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- If you take the levy, which is line 11, you times it by 100 and divide it by the AV. That's how they're

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- coming up with that rate. When they work the budget, they put the actual numbers in there. These things

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- change. Remember, when we advertise the budget, we set the ceilings on our budgets.

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- levies, and rates. And so they will come in and input the actuals when we send off our budget after

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- adoption. So that gives you a view of what it is that we're filling out that our DLGF rep is working

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- through and the big picture view of how the system works. Those are the sample forms. They call it the

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- Form 4B. And so the next slide is Form 4. So these are just the terms that they use, which is essentially

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- what I'm showing you. That is the budget resolution.

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- that will be presented to you next month for adoption. It's the same looking resolution for every school

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- corporation in the state. You just plug in your school corporation's information as you see bolded there.

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- And then it also has your date of adoption and all those things that allows people to know when, where.

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- The bottom portion looks a lot like what you saw last month where I showed you form three. But you're

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- seeing the budgets,

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- You're seeing the different funds that we have, the fund structures that we have that are appropriated.

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- And then you have your adopted budget. Again, the guardrails from which we work within. The adopted

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- tax levy, that is the ceiling levy that we've adopted. And then the rate that would result if AV was

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- 85%. But again, they have to push that back in. So let's use a quick example here. The operating referendum 2022.

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- It says the adopted tax rate is a little over 22 cents. Obviously, that is above the voter approved

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- rate. That is not how it is going to be worked by the DOGF. The reason we put it in that way is because

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- it goes back to when we said 85% is best practice for AV. If I put in what I think is actually going

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- to happen and something changes with certified net assessed value between now and the DOGF working our

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- budget, it could result in us receiving less revenue

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- into the fund. So if that AV interaction would show a lesser levy, we would get the lesser. And so as

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- a protection to the school corporation's budgets, we put a number a little bit above the expectations

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- so that it protects the school corporation against any of those changes. That's that backfill back to

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- the 85% number. So we know that that levy will be lower. In our referendum funds, we know that that

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- rate, the max can be 18 and a half cents.

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- And so that's an example of how that process works as they go through our different fund structures

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- as it relates to the levy and the corresponding rate. This looks very identical to what it is that you

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- guys saw last year. Going back to those individual comparisons, so every one of those budgets except

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- for the operations fund is a little lower this year. You see school pension debt, there's nothing there.

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- That fund will not exist after this year because we will pay off

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- pension debt and so there will no longer be necessary so that's why you see a zero there that fund will

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- close out after this year the other funds are slightly lower and again that makes sense based on the

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- things that we continue to talk about as we navigate some of the changes we've made in staffing the

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- changes that we that we know that we're experiencing in demographics and student enrollment and so those

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- things are coming down a little bit overall budget submission decreases a little bit over three million dollars

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- Couple of those high points that we wanna look at in each of those individual funds is again, education

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- fund. I'm looking at those revenues with student counts. I'm looking at those enrollment projections,

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- right? Staffing, our current staffing set up all of those things and the variability of possibilities

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- that could exist to create something that I think is conservative and flexible. The operations fund,

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- again, like I said earlier, we're going with that state set max levy.

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- And the budget is increased to account for. That's the fund where we're seeing fuel and insurance and

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- a lot of our goods and supplies that experience the most volatility in pricing. So knowing that those

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- escalation of expenses happen. And then in previous board meetings, we talked about we don't have the

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- 21st century grant anymore. And so extended day, adventure camp, some of those other things, their home

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- fund would be the operations fund. So it's coming back in there, which is part of the reason why you're

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- seeing that fund budget

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- escalate referendum funds again planning for like I said that continuation of the voter approved rate

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- and then in debt service we've advertised for what is our max operating balance so the debt service

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- fund has a max operating balance that's what it is that we've advertised that we know that we will work

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- under that levy we do not plan to be able we do not plan to take all of our max operating balance we

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- don't feel like that's necessary in this moment

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- We have no debt sold here in 2026. That's just a reminder that's there. The last thing that I have on

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- this slide is just the bus replacement and capital project plans. Those are posted to Gateway, which

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- is linked on our website. Those plans have to be submitted through the budgeting process in order to

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- expend operations fund dollars on those types of expenses. They are plans. They're not set in stone,

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- but they're meant to, one is a three-year plan. The other is a five-year plan.

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- But it's looking forward to say, what is it that we plan to expect or reasonably could occur? Big picture

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- takeaways, and I'm almost done. I know I've got a lot of information here, so I apologize. The budget

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- is guardrails, right? Again, we're setting tax levies, rates, and spending authority. Budget development

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- is built on past actuals, trends, recent legislation, and regulatory changes that change the outcomes

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- of how revenue or expenses would occur.

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- We're advertising the ceiling. So we publish high and then we work under those ceilings as we finish

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- out the budgeting process. The levy management, so the overall dollars that are generated through our

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- property taxes, it's continuing to move through that with community support and managing the ask of

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- the community while meeting the needs for our students and our school corporation. The adoption timeline,

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- adoption is next month. Expect the budget to be done in December

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- And again, that's that 1782 notice. It's just the term that they use that relates to that's when the

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- budget comes back to us. And we expect that to be in December. So with that, that is my budget hearing

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- presentation. Thank you, Mr. Irwin. You don't have to apologize for giving us too much information.

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- We appreciate it. Are there any comments or questions from the board? Thanks, Matt. I wasn't laughing

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- that I wanted you to hurry up.

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- Um, but no a question I had though Is it in one area when you talk about the after school program in

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- a venture camp? Is it in the budget because we're not sure we're gonna get that grant for that That's

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- right. Okay, so I have to account for it somewhere and the the procedurally through state board of accounts

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- The home fund of that expenditure would be the operations fund. Okay, I just really want to let you

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- know I do pay attention to you in your meetings it goes back to right we have rules that we have to

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- abide by state board of accounts tells us where

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- Expenditures have to be coded to where revenue has to be coded to and those are the things that we continue

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- to follow and that's why it goes back to that Thanks Matt Last call for questions All right,

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- thanks again, mr. Erwin this concludes the budget hearing and I Hereby declare the hearing closed. We

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- will now move on to the regular board meeting

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- If you were just here for the budget hearing, that's it. You can go. All right. Tonight, we're going

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- to begin with the Excellence Spotlight in celebration of excellence in our schools. Ms. Harmon.

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- Thank you, President Cooperman, Dr. Winston, members of the Board of School Trustees, and community

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- members. It's my privilege to present the September Excellence Spotlight. This monthly recognition is

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- a standing feature of each regular board meeting and serves as a dedicated moment to honor individuals

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- whose daily contributions exemplify

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- mission, vision, and core values of the Monroe County Community School Corporation. Tonight we're recognizing

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- two people from the same school which is exciting as well. Mary Hartman from Arlington Elementary School.

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- Miss Hartman is an outstanding front office lead whose daily leadership sets the tone for Arlington

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- Heights Elementary. She is warm, efficient, and continually seeks innovative ways to support families

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- and staff. Her commitment to service and her ability to create a welcoming solutions oriented environment

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- embody the spirit of true

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- Soaring Eagle. And we're also recognizing Jamie Tremblay from Arlington Elementary School. Ms. Tremblay

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- is a dedicated educator who builds strong relationships with her students and maintains high expectations

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- that inspire academic and personal growth. She encourages students to make positive choices and celebrates

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- their achievements with intention and care. Her leadership, creativity, and consistent focus on student

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- success makes her an invaluable contributor to the Arlington community.

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- And just earlier this week, she was recognized as one of the educator of years from the Bloomington

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- chamber. MCCSE is proud to recognize Mary Hartman and Jamie Tremblay as the September, 2026 excellent

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- spotlight honorees, their exemplary service and commitment elevate our schools and enrich the experiences

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- of the students and families we serve. Thank you. On behalf of the board, thank you, Ms. Harmon.

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- And congratulations to all those who were recognized tonight. We'd like to invite you to come to the

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- front to take a picture. Ms. Dewees, if you could join us. Front and center. OK. Love it. Like towering

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- in the air here.

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- Again, thank you for coming. And I understand if you have other obligations, our feelings won't be hurt

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- if you don't stay for the rest of the board meeting. But of course, you're welcome to if you want to.

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- Next, we will move on to public comment. I have two cards for public comment this evening. And first

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- is Marsali Andrews.

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- Hi, my name is Marceline Andrews. I live at 6250 West Eisen Road. My topic is AP exam access. Could

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- the families here with me please stand today? Between us, our students learn through six different schools

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- and programs. MCCSE schools, the Open Ed program, the Braintree program, homeschooling, Cedars Christian

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- School, and the Indiana Education Scholarship Account program. Thank you, everyone.

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- Together we are asking MCCSC to allow students who live in Monroe County but who are not enrolled at

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- Bloomington North or Bloomington South to register for AP and PSAT exams at those schools. These students

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- are currently being denied access. To start with the most important things cost and safety. This can

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- cost the district nothing. The College Board expressly allows schools to charge outside students a higher

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- fee to cover the cost of any added rooms proctors or staff time.

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- If the number of possible outside students registering is a concern, then we are open to a capped trial

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- for a year. The safety procedures for this also already exist. MCCSC already admits non-enrolled students

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- into these buildings for the SCT and ACT exams. I've confirmed with the Indiana Department of Education

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- that there is no state law preventing the district from saying yes to this request. The decision rests

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- with each school. We're asking you, our district, for this because we've already tried four different routes.

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- We have directly asked North and South to allow our students to test, and they have been refused. I've

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- contacted 26 different testing sites within an hour of Bloomington. Only one accepts certain outside

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- students, and it offers only five AP exams. Number three, I completed the college board's application

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- to become an authorized testing administrator myself using the public library as the site. That application

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- was denied.

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- And for I convinced a professional testing company here in Bloomington to also apply to become an official

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- AP testing site that would accept all students. The College Board also denied that application telling

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- us to ask our local school district instead. So we are here today. The College Board sends these students

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- back to you our local school district.

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- Being denied access to both AP exams and the PSAT exam comes at a real cost to Bloomington families.

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- A passing AP score is worth three to six college credits, which is hundreds to thousands of dollars

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- for families in tuition. The PSAT is a qualifying test for the National Merit Scholarship. That means

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- that a student who cannot take that exam can't qualify for that scholarship at all. So our group is

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- asking you for two things.

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- One, we're asking Dr. Winston to make an administrative decision for this year specifically to allow

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- outside students to register for the AP exams and the PSAT exams. The deadline to order the AP exams

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- is mid-November, so we ask for that decision to be made soon. And then two, we ask for a written policy

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- for future school years, and that part could come on whatever timeline the board needs. We would welcome

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- the chance to work out the details for both of these things with you.

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- These students are ready to test. They just need a seat. Thank you. Our next commenter is Jenny Noble

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- Kuchera. Hi, good evening, President Cooperman, Dr. Winston, School Board of Trustees, and audience

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- members. My name is Jenny Noble Kuchera. I'm the proud president of the Monroe County Education Association.

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- otherwise known as the Local Teachers Union. I thought it was perfect timing, Matt, that you talked

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- about revenue levied but not received because I am here to make sure that we get out the vote. We live

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- in a democracy. We still do. And I'm going to make sure that every one of you tonight knows your dates

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- and how to make sure you're registered to vote. So here we go. Are you election ready?

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- October 5th is the voter registration deadline. If you aren't sure, you can go to indianavotors.com.

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- On October 6th, in-person early voting begins. October 22nd is the absentee ballot request deadline.

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- So if you wanted to request one of those, do it prior to one month from today. And finally, the last

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- day to vote

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- early in person is November 2nd because November 3rd is election day. This is important because everything

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- that we discuss in these meetings, everything that's presented to us, the working conditions of our

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- teachers, the learning conditions of our students are all contingent upon all of us exercising our democratic

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- right and voting for legislators at all levels who will represent us

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- and be public servants to make sure that public education continues. So I thank you for exercising your

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- democratic rights, doing your research ahead of time to make sure that you are voting for someone who

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- is going to best represent our community, our students, our teachers. And have a great evening.

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- Thank you, Ms. Nobuo-Kuchera. And thanks to everyone who commented tonight.

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- We are now going to move on to the MCCSE Facilities Master Plan. Dr. Winston. Thank you, President Cooperman.

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- Last month, you heard me introduce the concept of our desire to move forward with having a 10-year Facilities

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- Master Plan. The Facilities Master Plan provides a long-term roadmap for maintaining, improving, and

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- planning school facilities across the corporation. It is intended to help MCCSE make thoughtful,

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- They inform decisions that support safe, functional, and welcoming learning environments for the students

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- that we serve, for the staff that provide services, and for our community. To support this work, MCCSE

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- has engaged Brent Height of CSO, they did the Try North building a few years ago, and Victor Landfair

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- of the Skillman Corporation. Both of these individuals, along with their respective teams, bring relevant

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- expertise in facility assessment, planning,

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- designing, construction, and public school project delivery. These two firms were selected out of a

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- very tough group of individual companies based upon their specific demonstrated qualifications, their

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- experience with comparable educational facilities, their ability to collaborate with district and community

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- stakeholders, and their capacity to provide the technical guidance that's necessary for a comprehensive

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- master planning process. We are very thrilled

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- to have these two companies representing our school corporation. I'd like to bring Brent Height and

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- Victor Landfair to the podium to share information about how we will proceed with our facilities master

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- planning process. Thank you Dr. Winston. Appreciate the introduction and it's a pleasure to be with

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- you and the board this evening. I'm hoping we can do just kind of a quick brief introduction of who

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- we are and what we do

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- And I've also got one of my counterparts, another member of our team, Dr. Stephanie Lone with me this

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- evening, who you'll hear a little bit about in this presentation. So from a team perspective, we have

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- our top team there with CSO is, there's several people there, Dr. Stephanie Lone, Jim Funk, and Emily

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- Newton, all part of our architectural and interior design team will help lead this effort. From CSO's

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- perspective, we also have several design consultants

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- who will also be participating and helping us with their various areas of expertise. That includes Context

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- Design, RE Diamond and Associates, and BRCJ. All of these firms have done work with CSO as well as work

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- with MCCSC over their historical periods of different projects and different avenues. So we're excited

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- to have all of them partner with us in this endeavor. There's a lot of ground and data to cover, so

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- it's going to take a village to really get us there.

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- A little bit about who we are. CSO, as a firm, we do architecture and interior design in-house. We are

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- located in Indianapolis, near Keystone at the crossing, the Fashion Mall, if you've ever been up that

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- way. We were established in 1961, so we've been around a while. We got into the K-12 market in the mid-'80s,

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- really with a customer service mindset of trying to take, of where we saw an opening, where the type

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- of client service that

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- public schools were receiving wasn't what we were providing in the private sector. So taking that private

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- sector know-how and bringing it to the public school market has really served as well. We have grown

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- exponentially since. We now have over 40 people in just our education studio that focus on K-12 and

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- higher education projects.

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- have become one of the largest K-12 firms in the state of Indiana. So a deep bench of expertise. We

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- especially like to get involved when we talk about kind of innovative educational practices, thinking

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- about learning environments differently. And so hopefully you have seen some of that and some of the

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- work we've done with you guys.

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- We do work all over the state of Indiana. And so this is just a quick kind of map. All of those blue

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- counties are areas we work. So a lot of that work is central, since we are located in Indianapolis.

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- But we travel from as far north as South Bend to as far south as Clarksville, which is about as close

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- to the Ohio River? Lincoln, sorry. That's about as close to the river as you can get.

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- Districts that range the spectrum from large districts with multiple high schools similar to yourselves

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- to smaller districts similar to Clarksville who are three buildings and that's their whole entire school

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- district. So we kind of run the gamut. We were very heavily built on relationships rather than necessarily

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- districts. So that's really served us well. And we do a little bit of everything from, you know, small

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- renovations of facilities. You know, we've got this restroom renovation that needs to happen because

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- it's, you know, 50 years old to brand new state of the art facilities.

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- Kind of all across the board. Some of you probably hopefully recognize my face. I think there's a few

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- board members that I've presented to you before. I think our most recent endeavor with you guys, and

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- we were talking about the Templeton child's merger and acquisition piece there. But in addition to that,

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- Dr Winston mentioned try north is probably our largest project. We have completed with you guys and

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- that opened just a few years ago.

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- But we've also done several smaller projects around the district, including renovations at

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- Benford Elementary. I think that was our first project with you guys following the 2017 facility assessment.

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- We added classrooms on at Summit Elementary, the Unionville Outdoor Learning Pavilion, the playground

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- at Templeton, the Bloomington High School South Pool renovation.

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- the South Stocker fields, as well as the new tennis facility at North. So we have done a lot with you.

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- We know your administration. I've worked with Sam and Brad a long time. And so I think that really helps

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- us kind of know how you guys operate internally and gives us a really unique perspective on some of

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- the things we're going to do with you guys. Good evening. I appreciate the opportunity. I'm Victor Lanford

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- with the Skilman Corporation.

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- I first want to repeat what Dr. Winston said, which is even though we're presenting our two companies,

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- we really see ourselves as a single entity. And from your perspective, you should think of it as being

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- very transparent. Fortunately, we've worked with the CSO team on a number of projects to introduce our

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- team. Myself and Tim Funsta will be sort of the lead communicators for our team.

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- We're thankful for Caroline who makes the things that we communicate look pretty. And she's an important

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- part of that. And especially when you're presenting to your community information, you want it to be

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- easy to understand and clearly to see and understand. We've got a strong bench of estimators. You're

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- going to hear us. We're sort of the data guys on the team. And we're going to give you a lot of cost

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- information, going to support the team from a quantitative standpoint. And cost is going to be a big

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- part of this.

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- this facility study, but also our expertise in constructing and renovating school buildings is going

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- to be a big part of this master plan. Um, we're also an Indiana based company been around since 1972

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- or employee owned. Um, about 85% of our business is K 12. Most of that is, um, updating and re-envisioning

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- occupied school facilities.

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- We've done a number of facilities. You know, you see the hard hat, you might think we're the construction

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- team. But in fact, a big part of what we do is helping communities like yourself set a project up and

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- vision a project and quantify and budget for projects and really get the most out of your project through

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- setting it up for success. So we're looking forward to being part of the team.

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- in developing this master plan and envisioning the next 10 years for your facilities. This is not our

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- first facility study. We've done a number of them. In fact, in many of those, this is just a handful

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- of facility studies that we've done around the state. Not just nearby, worked with Mr. Irwin in Edgewood

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- schools over the last few years. But what we are really proud of, we developed a format and an organizational structure

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- So this isn't a study that sits and grows dust on the shelf, but in fact has a usable tool. We've done

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- other studies where we've come back after seven years and updated the data. So we really want to give

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- you good information that becomes a tool to help you make decisions, both in the short term and the

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- long term, and then become a tool that you can use every year to develop your projects, whatever those

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- projects end up being.

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- This is an image that we put together in our presentation, but I think it helps to sort of understand

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- there's a lot of pieces to this puzzle, right? This master plan is going to have a lot of data. That

382
00:37:41,647 --> 00:37:48,038
- data is going to be quantifiable. It's going to be subjective, but there's a lot of components to go

383
00:37:48,038 --> 00:37:54,366
- together. We did this to sort of start to describe how the architects are working and we're working

384
00:37:54,366 --> 00:37:57,150
- together to create that puzzle, but I think

385
00:37:57,442 --> 00:38:05,262
- I think it also helps you to understand that there are pieces and parts that will be, whether it's community

386
00:38:05,262 --> 00:38:12,938
- engagement, to estimating, to life cycles of buildings, to space utilization, and this sort of educational

387
00:38:12,938 --> 00:38:20,399
- programming piece comes in. So there's a lot of components to the study. And we're going to try to work

388
00:38:20,399 --> 00:38:27,358
- together successfully with your team to give you that vision, to put all those puzzles together,

389
00:38:27,586 --> 00:38:35,909
- for the picture. We talked a little bit about how this project, even in our kickoff meeting internally,

390
00:38:35,909 --> 00:38:43,913
- there's almost sort of two tracks, if you will. There's this track of what is the condition of your

391
00:38:43,913 --> 00:38:52,156
- facilities and what is it going to take to maintain an excellence and performance of those facilities.

392
00:38:52,156 --> 00:38:56,638
- I'm a facility geek, so I look at it as the components.

393
00:38:56,930 --> 00:39:03,306
- You're probably not surprised when I show you an image like this. You have things like technology that

394
00:39:03,306 --> 00:39:09,496
- has a fairly short life, and then you have things like structural systems that have a long life and

395
00:39:09,496 --> 00:39:15,686
- everything in between that. And our facility study, this master plan will hopefully sort of dissect

396
00:39:15,686 --> 00:39:21,876
- all your facilities and pull out, if you will, the kind of investment you're going to have to make.

397
00:39:21,876 --> 00:39:25,342
- And that quantification of those investments will help.

398
00:39:25,730 --> 00:39:32,530
- be some of that data-driven decision-making that we move ahead. But not just that sort of nuts and bolts,

399
00:39:32,530 --> 00:39:38,753
- there's also the programming piece, which I think Dr. Long is going to talk about. That's right.

400
00:39:38,753 --> 00:39:45,618
- Thank you. I'm the educator on the team. So 30 years ago, I left Bloomington, and I've had the opportunity

401
00:39:45,618 --> 00:39:50,814
- to serve in public education for the last four years at CSO as a program person.

402
00:39:50,978 --> 00:39:57,440
- And what I wanted to make sure that you knew is how important the people are in this process. And so

403
00:39:57,440 --> 00:40:03,839
- we'll discuss with educators, administrators, and especially students to learn more about how their

404
00:40:03,839 --> 00:40:06,398
- space is helping them to be successful.

405
00:40:06,530 --> 00:40:12,851
- And perhaps programming that folks have really wanted to get off the ground that they just haven't been

406
00:40:12,851 --> 00:40:18,990
- able to do because the facility is really limiting to them. So these are some tangible examples here

407
00:40:18,990 --> 00:40:25,068
- in the 1st picture off to the left here. We had a visioning session with a middle school team. They

408
00:40:25,068 --> 00:40:27,742
- had been teaming at their grade levels and.

409
00:40:27,874 --> 00:40:33,565
- they felt like they had such ownership over this team, but they really couldn't see each other and they

410
00:40:33,565 --> 00:40:39,147
- couldn't operate as a functioning team. And so when we talked about their FLIR plan and what we could

411
00:40:39,147 --> 00:40:44,838
- do to modify a piece here and there, they felt like this would really help them function as a true team

412
00:40:44,838 --> 00:40:50,420
- and really incorporate what they considered a PLC model with their professional learning communities.

413
00:40:50,420 --> 00:40:53,758
- In the middle here, we have an intermediate school principal

414
00:40:54,146 --> 00:41:00,358
- who wanted to pursue some alternative programming with related arts. And students were showing a high

415
00:41:00,358 --> 00:41:06,753
- interest in eSports. And so we did some site visits. Butler University has a lovely new eSports program.

416
00:41:06,753 --> 00:41:13,087
- And so we wanted to check that out to see if that was something that they could bring in a small sense,

417
00:41:13,087 --> 00:41:19,299
- not a university sense, but in a small sense to their intermediate learning model. And so site visits

418
00:41:19,299 --> 00:41:21,918
- are a really important opportunity for us.

419
00:41:22,018 --> 00:41:27,539
- to take those educators out and to learn more about what they're telling us they might want to see in

420
00:41:27,539 --> 00:41:33,007
- their facilities. And then, of course, our favorite here are student input sessions. These were also

421
00:41:33,007 --> 00:41:38,582
- middle schoolers. This was another school district. And they were really envious of the culture pieces

422
00:41:38,582 --> 00:41:44,212
- that were going on at the high school. And these students had sort of student unions at the high school

423
00:41:44,212 --> 00:41:49,246
- and collaborative spaces and just neat spaces to show their pride and hang out a little bit.

424
00:41:49,346 --> 00:41:55,767
- And they wanted to see more colorful spaces like that, some flexible seating, and some common spaces

425
00:41:55,767 --> 00:42:02,379
- in their middle school. And so they helped us look at floor plans where we could incorporate that. They

426
00:42:02,379 --> 00:42:08,864
- always like to talk about the cafeteria, too, so that's something that we'll hear about, I'm sure. So

427
00:42:08,864 --> 00:42:15,285
- looking forward to this process and all the recommendations, the very important educators will bring

428
00:42:15,285 --> 00:42:18,718
- to it. I guess one other quick addition there is just

429
00:42:19,074 --> 00:42:24,941
- As far as Stephanie's work is, our hope is to come alongside your leadership team here and help you

430
00:42:24,941 --> 00:42:30,867
- guys define what does education look like in that educational visioning process five years, 10 years

431
00:42:30,867 --> 00:42:36,851
- down the road so that whatever physical facility improvements may come from this facility assessment,

432
00:42:36,851 --> 00:42:42,835
- we're pointing everything in that direction, if that makes sense. So she's a huge asset to us, and we

433
00:42:42,835 --> 00:42:44,830
- love having her part of our team.

434
00:42:45,346 --> 00:42:51,009
- In terms of what you guys can kind of expect from a timeline perspective, so what shows up here, shows

435
00:42:51,009 --> 00:42:56,727
- up better on these screens back here, I guess it's a little dark, my apologies, but it's about an eight

436
00:42:56,727 --> 00:43:02,446
- month timeline. So our first few months here, we're gonna really spend in trying to understand, seeking

437
00:43:02,446 --> 00:43:08,164
- information, looking through facility information, going through enrollment data, talking to principals

438
00:43:08,164 --> 00:43:13,662
- about efficiencies in their building or programming in their building, how many students are where,

439
00:43:13,922 --> 00:43:19,162
- and diving into that educational visioning piece so that it can inform kind of the future steps.

440
00:43:19,162 --> 00:43:24,672
- From there, we're gonna gather a lot of that information into kind of an evaluation process. So as we

441
00:43:24,672 --> 00:43:30,290
- evaluate that and looking at it through several different lenses, we know you guys have been doing some

442
00:43:30,290 --> 00:43:35,854
- heavy lifting on some of the other district kind of administration components. So those are gonna have

443
00:43:35,854 --> 00:43:41,256
- to start layering into some of this conversation as we evaluate the data pieces from the facilities

444
00:43:41,256 --> 00:43:42,174
- as they come in.

445
00:43:42,306 --> 00:43:47,997
- And so we'll start to evaluate scenarios, look at trade-offs and hopefully refine those to a direction

446
00:43:47,997 --> 00:43:53,687
- or maybe multiple directions that come to the board for final adoption and implementation. You can see

447
00:43:53,687 --> 00:43:59,212
- that over that board of trustees comment there in the center, like there's gonna be multiple points

448
00:43:59,212 --> 00:44:05,124
- where we're gonna come to the board with information and ask for some validation or ask for some direction

449
00:44:05,124 --> 00:44:10,649
- or recommendations or input. So we're hoping to be very transparent and very collaborative with you

450
00:44:10,649 --> 00:44:12,030
- as well as the community

451
00:44:12,130 --> 00:44:17,548
- and the leadership team here. So with that, the last thing I'll mention is Dr. Winston did say that

452
00:44:17,548 --> 00:44:23,183
- she went through a rigor, or the leadership team with a rigorous process selection. I would second that

453
00:44:23,183 --> 00:44:28,710
- as one of the most rigorous processes I think I've ever been through. So kudos to her team for really

454
00:44:28,710 --> 00:44:34,291
- making sure that they're bringing the right partners for you guys. So we're really excited to get this

455
00:44:34,291 --> 00:44:39,926
- work moving and happy to take any questions you might have right here off the bat. Thank you, Mr. Hart.

456
00:44:39,926 --> 00:44:41,822
- Hi, Mr. Landfair. Is it Dr. Lohan?

457
00:44:42,818 --> 00:44:52,950
- Lone. OK, I tried to make it fancy for some reason. Dr. La. Thank you so much. Are there questions or

458
00:44:52,950 --> 00:45:02,983
- comments from the board? They're ready. They've been grilled. So will you all work with our teachers

459
00:45:02,983 --> 00:45:08,446
- as well in thinking through spaces in their buildings?

460
00:45:09,218 --> 00:45:15,353
- Yeah, 100%. So the educational visioning piece is specific to every client. So we know every community

461
00:45:15,353 --> 00:45:21,428
- and even every school is a little bit different. So usually we try to build some consensus at the top

462
00:45:21,428 --> 00:45:27,384
- level and then start to kind of widen out the cone as we put up some guardrails, as we like to call

463
00:45:27,384 --> 00:45:33,757
- them. And then we find it's very important and we often repeat the process once the vision is established.

464
00:45:33,757 --> 00:45:38,462
- If in theory we're going through a series of buildings over time, this is very

465
00:45:38,658 --> 00:45:43,825
- similar to a process we're going through with Bartholomew County schools today where they're renovating

466
00:45:43,825 --> 00:45:48,992
- every all of their elementaries over a five year period or so. And so the district kind of set a vision

467
00:45:48,992 --> 00:45:54,209
- and then each building we go into, we're still meeting with teachers aligning that vision and even doing

468
00:45:54,209 --> 00:45:59,277
- a little bit of professional development to help those teachers and administrators kind of understand

469
00:45:59,277 --> 00:46:04,345
- this is where the district is wanting us to go. But certainly that grassroots input is really, really

470
00:46:04,345 --> 00:46:05,438
- important. Thank you.

471
00:46:12,578 --> 00:46:18,520
- Can you say more about how you might convene those community groups or teacher groups or student groups

472
00:46:18,520 --> 00:46:24,463
- to get that feedback? We're still kind of in the infancy of figuring exactly what that looks like. It's

473
00:46:24,463 --> 00:46:30,520
- a little bit different for every district. And so we'll likely have those discussions with the leadership

474
00:46:30,520 --> 00:46:36,234
- team of how best to engage your community. I know since we have done work here for a long time that

475
00:46:36,234 --> 00:46:40,862
- that community engagement piece is critical, but also sometimes a little tricky.

476
00:46:40,994 --> 00:46:47,674
- based off of when people are available versus not available. Sometimes anonymous feedback is easier,

477
00:46:47,674 --> 00:46:54,355
- but sometimes maybe it's not as good. So trying to work through multiple scenarios where we can kind

478
00:46:54,355 --> 00:47:01,035
- of use different medias and different ways to do that. And so that's something we'll work through. I

479
00:47:01,035 --> 00:47:07,253
- don't know that I can tell you these are the exact plans yet, but we'll certainly have those.

480
00:47:07,253 --> 00:47:10,494
- Thank you. Thank you again for the presentation.

481
00:47:11,554 --> 00:47:18,073
- I just want to say thank you to Victor, to Brent, and to Stephanie. We are so excited about partnering

482
00:47:18,073 --> 00:47:24,528
- with you and the opportunities that we're going to be able to provide for the learning experiences of

483
00:47:24,528 --> 00:47:31,173
- our children. So thank you. Now for our consideration is the consent agenda that includes the following.

484
00:47:31,173 --> 00:47:38,135
- Minutes from the board meeting held on August 28, 2026, overnight out of state field trips, ECA expenditures,

485
00:47:38,135 --> 00:47:40,350
- financial report from August 2026,

486
00:47:40,674 --> 00:47:49,244
- Appropriation balance August 2026. Register of claims September 22, 2026. Payroll register and payroll

487
00:47:49,244 --> 00:47:57,648
- claims August 2026. Request to declare as surplus and authorized disposal of out of date items. Do I

488
00:47:57,648 --> 00:48:05,470
- have a motion regarding approval of the consent agenda? So moved. Do I have a second? Second.

489
00:48:05,826 --> 00:48:14,957
- It's been moved by Ross and seconded by Tiana that we approve the consent agenda as presented. All those

490
00:48:14,957 --> 00:48:23,219
- in favor of approving the consent agenda signify by saying aye. Aye. Any against? Abstentions?

491
00:48:23,219 --> 00:48:32,350
- Motion carries. Next for our consideration are the donations. We have received donations of over $7,000.

492
00:48:32,642 --> 00:48:41,812
- Thank you to all our donors. Your generosity is appreciated. Do I have a motion to accept the donations?

493
00:48:41,812 --> 00:48:50,545
- So moved. Do I have a second? Second. It's been moved by Ashley and seconded by Asia that we accept

494
00:48:50,545 --> 00:48:59,453
- the donations as presented. All those in favor of approving the donations signify by saying aye. Aye.

495
00:48:59,453 --> 00:49:01,374
- Against? Abstentions?

496
00:49:02,818 --> 00:49:12,012
- Motion carries. Tonight, we have three policies for our consideration, policy 5341, emergency health

497
00:49:12,012 --> 00:49:21,114
- card, policy 5330, use of medication, and policy 2340, field and other corporation-sponsored trips.

498
00:49:21,114 --> 00:49:29,853
- We will take them collectively. Do I have a motion to adopt policy 5341, emergency health card,

499
00:49:29,853 --> 00:49:32,766
- policy 5330, use of medication,

500
00:49:32,962 --> 00:49:41,413
- and policy 2340, field and other corporation sponsored trips. So moved. Do I have a second? Second.

501
00:49:41,413 --> 00:49:49,949
- It's been moved by Ross and seconded by Tiana that we adopt the aforementioned policies. Ms. Harmon.

502
00:49:49,949 --> 00:49:58,739
- Thank you. It is recommended that the board adopt the following policies, policy 5341, emergency health

503
00:49:58,739 --> 00:50:01,950
- card, policy 5330, use of medication,

504
00:50:02,114 --> 00:50:08,347
- Policy 2340 field and other corporation sponsored trips. Changes to these policies were presented for

505
00:50:08,347 --> 00:50:14,641
- a first reading at the August 25th, 2026 meeting of the board. The policies are presented to the board

506
00:50:14,641 --> 00:50:21,058
- for a second and final reading. Any prior policies relating to the aforementioned policies are rescinded

507
00:50:21,058 --> 00:50:27,229
- deemed null and void and replaced by the policies presented tonight for adoption on this 22nd day of

508
00:50:27,229 --> 00:50:29,246
- September, 2026. I so recommend.

509
00:50:29,922 --> 00:50:40,074
- Thank you, Ms. Harmon. Are there questions or comments from the board? All those in favor of adopting

510
00:50:40,074 --> 00:50:50,127
- Policy 5341, Emergency Health Card, Policy 5330, Use of Medication, and Policy 2340, Field and Other

511
00:50:50,127 --> 00:50:59,582
- Corporation Sponsored Trips, signify by saying aye. Aye. Against? Abstentions? Motion carries.

512
00:51:01,186 --> 00:51:08,727
- Next for our consideration is the personnel report. Do I have a motion to approve the personnel report

513
00:51:08,727 --> 00:51:16,415
- as presented? So moved. Do I have a second? Second. It's been moved by Ashley and seconded by Erin Wyatt

514
00:51:16,415 --> 00:51:24,029
- that we approve. Oh, sorry, April. April Hennessy. OK, let me try that again. It's been moved by Ashley

515
00:51:24,029 --> 00:51:29,886
- and seconded by April that we approve the personnel as reported. Dr. Henderson?

516
00:51:30,626 --> 00:51:36,966
- President Cooperman, Dr. Winston and members of the Board of School Trustees, this evening I would like

517
00:51:36,966 --> 00:51:43,305
- to call your attention to the following administrative changes of status, appointments and retirements.

518
00:51:43,305 --> 00:51:49,949
- First up, an administrator change of status. Benjamin Jones, changing from assistant principal at University

519
00:51:49,949 --> 00:51:56,350
- Elementary School to principal at Marlin Elementary School. Mr. Jones continues with MCCSC after serving

520
00:51:56,350 --> 00:51:58,910
- the corporation as an elementary teacher.

521
00:51:59,202 --> 00:52:05,666
- elementary school assistant principal and middle school assistant principal. Mr. Jones holds a bachelor's

522
00:52:05,666 --> 00:52:12,070
- degree in elementary education from the University of Southern Indiana and a master's degree in business

523
00:52:12,070 --> 00:52:18,168
- administration from Indiana University. He will serve as the principal at Marlin Elementary School.

524
00:52:18,168 --> 00:52:23,230
- An administrator appointment this evening, call your attention to Marty Koglazier.

525
00:52:23,778 --> 00:52:30,878
- Marty will return in service to MCCSC once again to serve as the interim assistant principal at University

526
00:52:30,878 --> 00:52:37,977
- Elementary School. Marty returns to MCCSC after previously serving as the principal at Fairview Elementary

527
00:52:37,977 --> 00:52:44,148
- School for five years. She also, if you recall, recently filled in at the Academy of Science

528
00:52:44,148 --> 00:52:51,646
- and Entrepreneurship. Ms. Colt Glazier holds a master's degree in education from the University of Indianapolis.

529
00:52:52,034 --> 00:52:59,540
- and she will again serve as the interim assistant principal for MCCSE at University Elementary School.

530
00:52:59,540 --> 00:53:07,119
- Finally, I'd like to call your attention to a certified staff retirement. This is Martha Bowman. Martha

531
00:53:07,119 --> 00:53:14,553
- retired after 21 years of dedicated service to MCCSE, having served as a science teacher at Tri-North

532
00:53:14,553 --> 00:53:15,646
- Middle School.

533
00:53:17,026 --> 00:53:23,497
- And on behalf of MCCSE, I would like to extend a special thank you to Ms. Bowman for her many years

534
00:53:23,497 --> 00:53:30,162
- of dedicated service and wish her well in her next adventures. At this time, I request that you please

535
00:53:30,162 --> 00:53:36,763
- approve the recommendations as presented in your board packet in the personnel report. Thank you, Dr.

536
00:53:36,763 --> 00:53:39,998
- Henderson. Are there any comments from the board?

537
00:53:46,882 --> 00:53:54,720
- I guess I'm grateful people keep coming out of retirement. Yes, absolutely. Particularly Ms. Colglazer,

538
00:53:54,720 --> 00:54:02,708
- yeah. Particularly, yeah. And congratulations to those who have retired and who are taking new positions.

539
00:54:02,708 --> 00:54:10,621
- All those in favor of any other comments before we take a vote? Well, congratulations to Benjamin Jones.

540
00:54:10,621 --> 00:54:11,902
- Yes, absolutely.

541
00:54:14,722 --> 00:54:21,444
- I think we usually wait to invite people until we've taken the votes. Correct. Thank you. So all those

542
00:54:21,444 --> 00:54:28,231
- in favor of approving the personnel report signify by saying aye. Aye. Against? Abstentions? I abstain.

543
00:54:28,231 --> 00:54:34,822
- Motion carries. Dr. Henderson, do you want to invite anyone to the podium? Yes. So before we move on

544
00:54:34,822 --> 00:54:41,543
- to the next agenda item, I'd like to invite Mr. Ben Jones up to the podium this evening to address the

545
00:54:41,543 --> 00:54:42,718
- board. Mr. Jones?

546
00:54:50,242 --> 00:54:56,761
- Good evening, President Kuperman, Dr. Winston, and members of the board of school trustees. I want to

547
00:54:56,761 --> 00:55:03,728
- begin by thanking you for placing your trust in me and giving me the opportunity to serve as an ex-principal

548
00:55:03,728 --> 00:55:10,119
- of Marlin Elementary. I also want to thank my wife, Alyssa. She's back here with my child trying to

549
00:55:10,119 --> 00:55:17,022
- keep it together. Her constant encouragement, patience, support have allowed me to pursue this opportunity.

550
00:55:17,922 --> 00:55:23,850
- And truly, I could not have reached this moment without her by my side. I'm extremely grateful for my

551
00:55:23,850 --> 00:55:29,894
- time at University Elementary. The experiences give me valuable opportunities to grow as a leader, work

552
00:55:29,894 --> 00:55:35,881
- alongside dedicated educators, and serve an incredible group of students. While I'm excited about this

553
00:55:35,881 --> 00:55:41,750
- next step, I will always value my time at University and the positive experiences that have prepared

554
00:55:41,750 --> 00:55:45,470
- me for this opportunity. I especially want to thank Sam Lannis,

555
00:55:45,826 --> 00:55:52,105
- for her excellent leadership, mentorship, and the many ways she has supported my growth as an administrator.

556
00:55:52,105 --> 00:55:57,923
- I would also like to recognize my parents, Paul and Kendra Jones. They are both educators, both over

557
00:55:57,923 --> 00:56:03,683
- 30 years, and their examples first inspired me to pursue a career in education and dedicate my life

558
00:56:03,683 --> 00:56:09,502
- to serving students. I could not be more excited for this opportunity to serve the Marlin community,

559
00:56:09,502 --> 00:56:14,398
- and I'm looking forward to getting into the building, getting to know the community,

560
00:56:14,626 --> 00:56:20,159
- I'm looking forward to connecting with families and learning what it takes to make, sorry, excuse me,

561
00:56:20,159 --> 00:56:26,072
- connecting with families and learning what makes Marlin a special place. I know there's already a tremendous

562
00:56:26,072 --> 00:56:31,551
- amount of great work happening at Marlin, and I'm excited to be a part of that work and continue and

563
00:56:31,551 --> 00:56:37,518
- help build upon the strong foundation that is already in place. It is truly an honor to have this opportunity

564
00:56:37,518 --> 00:56:43,051
- to lead Marlin Elementary. I'm excited, incredibly grateful, and I look forward to everything we will

565
00:56:43,051 --> 00:56:44,190
- accomplish together.

566
00:56:46,050 --> 00:56:53,933
- Thank you. Congratulations again, Mr. Jones and to your family. Thank you for being here. Also, our

567
00:56:53,933 --> 00:57:01,896
- feelings won't be hurt if you do take this opportunity to take the baby home. We will now move on to

568
00:57:01,896 --> 00:57:09,779
- contracts. Do I have a motion to approve the contracts and quotes as presented? So moved. Do I have

569
00:57:09,779 --> 00:57:11,198
- a second? Second.

570
00:57:11,618 --> 00:57:17,747
- It's been moved by Ross and seconded by Tiana that we approve the contracts and quotes as presented.

571
00:57:17,747 --> 00:57:24,179
- Mr Irwin. Yeah, I do want to highlight something for you tonight. It's just the various agreements before

572
00:57:24,179 --> 00:57:30,732
- you that are of no cost to the corporation and provide support to our student in our schools. We appreciate

573
00:57:30,732 --> 00:57:36,982
- the opportunity and desire of the community to partner with us. And that is something that will always

574
00:57:36,982 --> 00:57:38,014
- be grateful for.

575
00:57:38,114 --> 00:57:49,088
- As with that, I'm recommending your approval of the contracts as presented. Thank you, Mr. Erwin. Are

576
00:57:49,088 --> 00:58:00,492
- there any comments from the board? Hearing none, all those in favor of approving the contracts and quotes

577
00:58:00,492 --> 00:58:06,302
- signify by saying aye. Aye. Any against? Abstentions?

578
00:58:07,554 --> 00:58:16,132
- Motion carries. Tonight we have several informative presentations. We will begin with a health and safety

579
00:58:16,132 --> 00:58:24,791
- report. Ms. Harmon? Thank you. I'm trying to make sure I get the notes for the right one. So good evening,

580
00:58:24,791 --> 00:58:32,964
- President Cooperman, Dr. Winston, members of the board. Tonight we're bringing you our annual update

581
00:58:32,964 --> 00:58:36,606
- on health and safety across the corporation.

582
00:58:36,770 --> 00:58:43,181
- I'll be presenting alongside Eric Gilpin, our Director of Secondary Education and School Safety. I'll

583
00:58:43,181 --> 00:58:49,654
- walk you through student health and wellness, and then I'll hand it over to Mr. Gilpin to cover school

584
00:58:49,654 --> 00:58:56,002
- safety. Thank you, Ms. Albright. Before we get into the details, I want to start with the philosophy

585
00:58:56,002 --> 00:59:02,350
- behind this work. We envision schools where every student feels safe, healthy, and supported in mind

586
00:59:02,350 --> 00:59:06,750
- and body. Physical safety, emotional health, and mental health aren't

587
00:59:06,978 --> 00:59:12,610
- Separate, they're deeply connected, and when we nurture all three, we build the real foundation kids

588
00:59:12,610 --> 00:59:18,241
- need to learn, belong, and thrive. Everything you'll see tonight is organized around a model you may

589
00:59:18,241 --> 00:59:23,817
- be familiar with, the whole school, whole child, whole community from the CDC. It recognizes that a

590
00:59:23,817 --> 00:59:29,672
- student's health is shaped by many overlapping systems, health and physical education, nutrition, health

591
00:59:29,672 --> 00:59:33,854
- services, counseling, social, emotional support, the physical environment,

592
00:59:33,954 --> 00:59:39,679
- wellness and engagement with families in the community and our programs are designed to work across

593
00:59:39,679 --> 00:59:45,690
- all of these areas. So for the first half of tonight's update we'll talk about student physical, mental,

594
00:59:45,690 --> 00:59:51,645
- and behavioral health and wellness. On the physical health side we start with robust physical education

595
00:59:51,645 --> 00:59:57,599
- and health curriculum that spans pre-k through 12th grade including injury prevention, healthy choices,

596
00:59:57,599 --> 01:00:00,862
- relationships, and alcohol and drug awareness education.

597
01:00:01,186 --> 01:00:07,714
- We're also invested in family-focused extracurricular activities like Walk to School Day or our family

598
01:00:07,714 --> 01:00:14,051
- fun run and Health a Palooza, which get the whole family moving together. We're fortunate to have a

599
01:00:14,051 --> 01:00:20,389
- partnership with IU Health Coordinator of School Health, who's embedded with us providing strategic

600
01:00:20,389 --> 01:00:26,853
- support on curricular programs, policies, professional development and grant writing to help us build

601
01:00:26,853 --> 01:00:30,782
- healthier school environments. When we think about nutrition,

602
01:00:30,882 --> 01:00:36,979
- It's our next piece. Our Child Nutrition Department, as we talked about last month, runs all six USDA

603
01:00:36,979 --> 01:00:43,374
- child nutrition programs. Additionally, we have our farm to school and fresh fruit and vegetable programs.

604
01:00:43,374 --> 01:00:49,889
- On the education side, students take field trips to local farms through farm to school, and we've integrated

605
01:00:49,889 --> 01:00:56,165
- school gardens and classroom hydroproduct systems directly into the curriculum, so students are learning

606
01:00:56,165 --> 01:00:58,974
- about where their food comes from. We also are

607
01:00:59,714 --> 01:01:05,863
- grateful for our partnership with the community kitchen for our backpack buddies program that sends

608
01:01:05,863 --> 01:01:12,257
- home bags of food over the weekend. Every one of our buildings has a well-staffed health office focused

609
01:01:12,257 --> 01:01:18,467
- on whole child care through a coordinated system of preventative emergency and therapeutic services.

610
01:01:18,467 --> 01:01:24,862
- This year we also moved to school care our new student health record management system that's improving

611
01:01:24,862 --> 01:01:27,198
- health workflows for our health staff

612
01:01:27,394 --> 01:01:33,803
- gives families direct notification when their students visit the health office, and is fully FERPA and

613
01:01:33,803 --> 01:01:40,336
- HIPAA compliant. On equipment, we're proud to be 100% Project Adam Heart Safe Schools Corporation. Every

614
01:01:40,336 --> 01:01:46,558
- building has AED machines that are checked regularly, along with cabinets stocked with Stotha bleed

615
01:01:46,558 --> 01:01:53,278
- kits, Narcan. And in terms of direct care this year, or last year, our health services offices administered

616
01:01:53,278 --> 01:01:54,398
- 661 vaccinations,

617
01:01:54,562 --> 01:02:01,458
- coordinated dental care for 709 students, and ran vision screening for 1st, 3rd, 5th, and 8th, and hearing

618
01:02:01,458 --> 01:02:08,032
- screening for 1st, 4th, 7th, and 10th. Moving on to social, emotional, and behavioral health, we have

619
01:02:08,032 --> 01:02:14,670
- 21 full-time school-based social workers that provide individual small group mental health counseling,

620
01:02:14,670 --> 01:02:21,502
- classroom instruction on social skills and bullying prevention, and crisis intervention when it's needed.

621
01:02:22,050 --> 01:02:27,792
- Our secondary counselors additionally support students with academic guidance, supportive counseling,

622
01:02:27,792 --> 01:02:33,703
- and college and career readiness. This year, we're excited about our expanded partnership with community

623
01:02:33,703 --> 01:02:39,614
- and schools. And we have five family and community engagement coordinators serving seven of our schools,

624
01:02:39,614 --> 01:02:45,750
- bringing outside resources directly into the building and building relationships with students and families.

625
01:02:45,750 --> 01:02:50,366
- We've reached 100% implementation of positive behavior intervention and supports.

626
01:02:50,466 --> 01:02:57,314
- as we refer to it PBIS across the corporation. This is a school-wide approach that establishes a positive

627
01:02:57,314 --> 01:03:03,839
- student culture with clear expectations and individualized behavior supports. Alongside that, we use

628
01:03:03,839 --> 01:03:10,751
- restorative practices, which is a structured approach to conflict that focuses on respect, responsibility,

629
01:03:10,751 --> 01:03:14,046
- and repairing harm rather than punishment. We also

630
01:03:14,562 --> 01:03:20,031
- Teach these skills directly, second step for pre-K through sixth grade, and school connect for grades

631
01:03:20,031 --> 01:03:25,821
- ninth through 12th. Help student manage emotions, solve problems, and prevent bullying. Zones of regulation

632
01:03:25,821 --> 01:03:31,290
- helps younger kids recognize their feeling and use simple strategies to stay calm and ready to learn.

633
01:03:31,290 --> 01:03:37,187
- And common sense media brings digital citizenship lessons to every grade level, teaching safe and responsible

634
01:03:37,187 --> 01:03:42,924
- technology use with resources family can use to continue the conversations at home. We'd like to recognize

635
01:03:42,924 --> 01:03:44,318
- that none of what we have

636
01:03:44,514 --> 01:03:49,920
- done or do happens in isolation. We rely on strong community partnerships. And here is a listing of

637
01:03:49,920 --> 01:03:55,489
- some of those. So Centerstone provides school-based mental health counseling and life skills training.

638
01:03:55,489 --> 01:04:01,111
- Our IU Health and IU School of Public Health serve on our health council, provide internships and guest

639
01:04:01,111 --> 01:04:06,788
- speakers. The Boys and Girls Club and Big Brothers and Big Sisters provide mentorship. The Monroe County

640
01:04:06,788 --> 01:04:10,302
- Youth Services Bureau supports attendance and offers counseling.

641
01:04:10,466 --> 01:04:16,807
- counseling and parenting workshops. Middle height way house promotes healthy relationships among adolescents

642
01:04:16,807 --> 01:04:22,973
- and the IU school of social workplaces, pre-service social workers in our buildings under the supervision

643
01:04:22,973 --> 01:04:28,907
- of our own staff. That covers our health and wellness portion of this. And I'm now would like to turn

644
01:04:28,907 --> 01:04:34,724
- it over to Mr. Gilpin to walk you through school safety. Thank you. So as we look at school safety,

645
01:04:34,724 --> 01:04:39,262
- we begin looking at national guidelines and practices. What is best practice?

646
01:04:39,458 --> 01:04:46,469
- And one of the areas that we use is the Partner Alliance for Safer Schools, also known as PASS. This

647
01:04:46,469 --> 01:04:53,618
- visual representation here gives you an idea of looking from inside the classroom out to make sure all

648
01:04:53,618 --> 01:05:00,629
- areas are safe. And what happens is we eternally use an audit that they've developed to help us make

649
01:05:00,629 --> 01:05:07,709
- sure that all these areas meet national guidelines for school safety. We also continue to have school

650
01:05:07,709 --> 01:05:08,542
- monitoring.

651
01:05:08,770 --> 01:05:16,074
- If you look here, we have school-based safety committees. These safety committees meet on a regular

652
01:05:16,074 --> 01:05:23,597
- basis. They're made up of teachers, administrators, SROs, and a safety school specialist. We also have

653
01:05:23,597 --> 01:05:31,266
- an anonymous incident report, Stop It App, which allows 24-7 access and is monitored 24-7. We have local

654
01:05:31,266 --> 01:05:37,182
- partnerships. Many of them already mentioned with Alexa's presentation, but also

655
01:05:37,282 --> 01:05:44,978
- Specifically, we have the Monroe County School Safety Commission. This commission meets on a semi-annual

656
01:05:44,978 --> 01:05:52,821
- basis to incorporate all agencies within Monroe County, including other school corporations. A key access,

657
01:05:52,821 --> 01:06:00,591
- a key point in making sure that we are safe is preparation and training. We have school safety personnel,

658
01:06:00,591 --> 01:06:05,502
- which are SROs, security guards, and a training safety specialist.

659
01:06:06,210 --> 01:06:13,275
- Our safety specialists at each building go through a training. It's called basic training at the beginning

660
01:06:13,275 --> 01:06:20,341
- and then have 10 hours of training every year after that. They are part of the team getting this national,

661
01:06:20,341 --> 01:06:27,208
- bringing back this national state and best practices. And then what they do is they help with emergency

662
01:06:27,208 --> 01:06:32,094
- operation plans, formerly known as school safety plans and safety drills.

663
01:06:32,802 --> 01:06:39,251
- They will review the plans with the principal, which have to be reviewed every year by September 1st.

664
01:06:39,251 --> 01:06:45,574
- And then they also review them with the staff, any new implementations. They also are key to making

665
01:06:45,574 --> 01:06:52,212
- sure that all schools run safety drills. Those safety drills are the same ones that we've run for years,

666
01:06:52,212 --> 01:06:58,661
- including evacuation, shelter in place, and a lockdown drill. One of the things that we recognize and

667
01:06:58,661 --> 01:07:01,886
- have been told over and over by national and state

668
01:07:02,018 --> 01:07:08,142
- agencies is restricting school access. Who know who is in your building and the only way you can do

669
01:07:08,142 --> 01:07:14,450
- that is to lock your doors. So all of our doors are locked. If you visited one of our schools you know

670
01:07:14,450 --> 01:07:20,697
- that you cannot get in without pressing a buzzer and being let in. School personnel they have a badge

671
01:07:20,697 --> 01:07:26,821
- to be able to get in and then when everybody is in all the interior doors are locked as well. These

672
01:07:26,821 --> 01:07:31,230
- badges that the teachers use to get in and administrators use to get in

673
01:07:31,426 --> 01:07:38,051
- also shows as a sign that they are employees. So if somebody's in the building, they can tell when adults

674
01:07:38,051 --> 01:07:44,489
- walking around with a badge know that they are part of MCCSE. People who visit will come meet somebody

675
01:07:44,489 --> 01:07:50,802
- at the front desk and have their picture taken with their ID through what we call Navigate 360. It's

676
01:07:50,802 --> 01:07:56,990
- our system which then produces a badge that they will wear as they're walking around the building.

677
01:07:57,474 --> 01:08:03,017
- If a student or adult sees somebody who doesn't have one of those two badges, they're supposed to escort

678
01:08:03,017 --> 01:08:08,348
- that person to the front office so that we can make sure that they have one and that's where they're

679
01:08:08,348 --> 01:08:13,786
- supposed to be. Another way to know who our students are at is through our smart pass. This comes into

680
01:08:13,786 --> 01:08:19,223
- play really well when we have emergencies so that we know that when they're not in the classroom where

681
01:08:19,223 --> 01:08:23,710
- they should be because they have filled out a pass telling us where they're located.

682
01:08:25,858 --> 01:08:32,186
- Some of the other things that we have worked on this year specifically are communications and our standard

683
01:08:32,186 --> 01:08:38,160
- response protocol. This right here you see throughout all of our buildings and all of our classrooms

684
01:08:38,160 --> 01:08:44,252
- and all of our rooms, also known as our SRP. This tells us what to do in case of emergency and we have

685
01:08:44,252 --> 01:08:50,344
- five areas that you can take a look at on our school safety website. We have a monthly newsletter that

686
01:08:50,344 --> 01:08:52,414
- we send out to safety specialists.

687
01:08:52,834 --> 01:08:58,526
- We have semi-annual meetings with our school safety specialists. We have created communication templates

688
01:08:58,526 --> 01:09:04,110
- for quick response, as well as ensuring that we have groups that are getting the information that they

689
01:09:04,110 --> 01:09:09,585
- need, and then protocols on how to send out the messages and who sends out the messages. Finally, on

690
01:09:09,585 --> 01:09:15,277
- our website, there is a place where you can get more information about school safety. There's some links

691
01:09:15,277 --> 01:09:20,753
- on there that will tell you the communication that's available and how to make sure you're receiving

692
01:09:20,753 --> 01:09:21,566
- communication.

693
01:09:21,794 --> 01:09:28,262
- In fact, we have a test twice a year. This is the first year we did this. You probably received a test

694
01:09:28,262 --> 01:09:34,541
- in August, and then you'll receive one in January and January 8th to make sure that you are getting

695
01:09:34,541 --> 01:09:40,820
- the communication you should be getting from us in case of an emergency. We have our health and our

696
01:09:40,820 --> 01:09:46,659
- safety websites we encourage you to take a look at. Any questions or comments? Thank you for

697
01:09:46,659 --> 01:09:48,606
- the comprehensive information.

698
01:09:55,298 --> 01:10:01,875
- Mr. Gilpin, I do have one question. Do the lockdown drills look different for our students depending

699
01:10:01,875 --> 01:10:08,451
- on what grade they're in? No. We will call lockdown usually over the intercom and everybody does the

700
01:10:08,451 --> 01:10:15,158
- same thing. They go to a place that's in their building that they will, in their classroom or wherever

701
01:10:15,158 --> 01:10:21,799
- they're at, where they are and that cannot be seen from the outside. So everybody does the exact same

702
01:10:21,799 --> 01:10:24,990
- thing. We don't do anything different with that.

703
01:10:25,314 --> 01:10:31,738
- We just make sure that everybody's where they're supposed to be. So K through 12, you're hiding someplace

704
01:10:31,738 --> 01:10:37,798
- in your classroom. Thank you. I have a question as well. Mr. Gopen, one of the things that we often

705
01:10:37,798 --> 01:10:43,858
- hear criticism about is parents not, they feel like they don't receive enough information sometimes

706
01:10:43,858 --> 01:10:49,979
- during those drills. But can you maybe just tell us a little bit about why the protocols are the way

707
01:10:49,979 --> 01:10:53,918
- they are and what happens in that moment? So we really encourage

708
01:10:54,050 --> 01:10:59,980
- able to take a look at this website to get more deeper information. And I know that some information

709
01:10:59,980 --> 01:11:05,852
- was sent out to all the parents at the beginning of the year. When you're in a situation like that,

710
01:11:05,852 --> 01:11:12,017
- student safety is the priority, not communication to parents. So we want to make sure all these students

711
01:11:12,017 --> 01:11:17,889
- are safe, and we want to make sure we're aware of all this. And we will get out communication as it

712
01:11:17,889 --> 01:11:20,766
- comes in that we can share. But again, our first

713
01:11:20,930 --> 01:11:28,830
- So we want to make sure they're all where they need to be and as safe as possible before we actually

714
01:11:28,830 --> 01:11:36,809
- start putting out communication. Does that answer your question? Yeah, I think so. Thanks. Thank you.

715
01:11:36,809 --> 01:11:45,022
- I feel like I don't want to leave out the health side of it. I'm really grateful. I love Healthapalooza.

716
01:11:45,122 --> 01:11:51,160
- I think we've said this before, but our own board member Wyatt, I think, was responsible for starting

717
01:11:51,160 --> 01:11:57,197
- that. And I'm so grateful to those who have continued it and grown it. It's a really great event. And

718
01:11:57,197 --> 01:12:03,471
- I know you mentioned our partnership with the IU Healthy Schools Coordinator. Lisa Grayhouse and I worked

719
01:12:03,471 --> 01:12:09,390
- together many years ago on an AmeriCorps program, and she's really great. She's a huge asset to our

720
01:12:09,390 --> 01:12:12,350
- corporation. So we're grateful for their support.

721
01:12:13,858 --> 01:12:22,586
- I heartily agree about both of those things. Love Health of Palooza, love Lisa Gray House. I supervise

722
01:12:22,586 --> 01:12:31,144
- students doing the goal program in the after school program and it's really quite something to watch

723
01:12:31,144 --> 01:12:40,126
- the kids learn about healthy eating and exercise and they're so enthusiastic. Other shout outs, comments?

724
01:12:41,378 --> 01:12:48,684
- Thank you Mr. Gilpin and Ms. Harman. We will move on to our technology update when we're back to Ms.

725
01:12:48,684 --> 01:12:56,062
- Harman. Good evening again President Coomberman, Dr. Ronson, members of the board. Tonight we're here

726
01:12:56,062 --> 01:13:03,585
- to talk about technology in MCCSE and this time Andy Cope, Director of Technology, and I are presenting

727
01:13:03,585 --> 01:13:06,334
- together and that's very intentional.

728
01:13:06,466 --> 01:13:11,376
- If you take a look at this slide, you'll see the two departments, Information Services and Curriculum

729
01:13:11,376 --> 01:13:16,239
- and Instruction, and they meet in the middle at the enhancement of teaching and learning. And that's

730
01:13:16,239 --> 01:13:21,197
- why we're presenting together. Information Services is responsible for the foundation, security, data,

731
01:13:21,197 --> 01:13:26,059
- the tools, and the support. And then Curriculum and Instruction is responsible for what happens with

732
01:13:26,059 --> 01:13:31,114
- those tools once they're in the hands of teachers and students. And those two pieces can't be separated.

733
01:13:31,114 --> 01:13:32,414
- A secure, reliable network

734
01:13:32,738 --> 01:13:38,001
- doesn't matter if it isn't serving instruction, and instruction can't rely on tools that aren't safe,

735
01:13:38,001 --> 01:13:43,368
- dependable, and supported. The most important thing I want you to take from this slide is the direction

736
01:13:43,368 --> 01:13:48,734
- of that relationship. Technology is in service of the classroom and of student learning, and curriculum

737
01:13:48,734 --> 01:13:53,430
- drives decisions and technology follows. So Mr. Cope will begin by walking you through the

738
01:13:53,430 --> 01:13:58,590
- work of information services, how we keep students and data safe, the tools and devices we provide,

739
01:13:58,754 --> 01:14:06,122
- and how we support them. And then I'll return to talk about what that looks like in the classroom.

740
01:14:06,122 --> 01:14:13,862
- On to you. Thank you very much for the opportunity to speak with you tonight. We're President Cooperman

741
01:14:13,862 --> 01:14:21,453
- and members of the board. As Ms. Harmon mentioned, I will go through how the IS department serves the

742
01:14:21,453 --> 01:14:25,918
- corporation and a couple updates for you this year as well.

743
01:14:29,794 --> 01:14:39,270
- So starting off with security and data. The IS department takes network and device safety very seriously.

744
01:14:39,270 --> 01:14:49,014
- We have endpoint protection on all of our student and staff devices. You can also think of that as antivirus

745
01:14:49,014 --> 01:14:56,702
- of sorts. That is to protect every single device in the corporation from threats out.

746
01:14:56,802 --> 01:15:02,736
- outside our walls and inside our walls when it comes to devices. We also have a security operations

747
01:15:02,736 --> 01:15:08,790
- center, which allows us to do remote monitoring of security events. So, you know, we may get calls in

748
01:15:08,790 --> 01:15:14,843
- the middle of the night, you know, about a specific account or something going on on the network, and

749
01:15:14,843 --> 01:15:20,777
- they work to keep us safe 24 hours a day. We have email filtering to safeguard against phishing and

750
01:15:20,777 --> 01:15:22,142
- impersonation attacks.

751
01:15:22,594 --> 01:15:30,718
- and we work to secure the wired and wireless network on a daily basis. Additionally, we have battery

752
01:15:30,718 --> 01:15:38,762
- backups in all of our buildings to minimize the impact of a single outage at a particular building.

753
01:15:38,762 --> 01:15:46,806
- We also do a lot to safeguard student digital activity. There's a fair amount that we are obligated

754
01:15:46,806 --> 01:15:51,230
- to do legally. So we do follow federal and state laws.

755
01:15:51,874 --> 01:15:59,573
- the first of which is the Family Educational Rights and Privacy Act, FERPA, the Children's Online Privacy

756
01:15:59,573 --> 01:16:07,054
- Protection Act, COPPA, Children's Internet Protection Act, SEPA, and the Protection of Pupils' Rights,

757
01:16:07,054 --> 01:16:14,898
- which is PPRA. The way that we do that most principally is we have a content filter sitting on our network,

758
01:16:14,898 --> 01:16:20,926
- and this allows us to block certain categories of traffic, such as gambling sites,

759
01:16:21,378 --> 01:16:28,278
- or adult content, you know, that we don't want our students visiting, whether they're at school or whether

760
01:16:28,278 --> 01:16:34,792
- they're at home with their device. So we have a content filter for that. We have different rule sets

761
01:16:34,792 --> 01:16:41,434
- for different ages of students. So we have one rule set for kindergarten through eighth grade, another

762
01:16:41,434 --> 01:16:47,883
- rule set for ninth through 12th. And we also have a rule set for staff, which allows you to go to a

763
01:16:47,883 --> 01:16:50,334
- couple more sites than everyone else.

764
01:16:52,578 --> 01:16:59,627
- What's new in this space is that we have House Bill 1004 that just came out. And House Bill 1004 stipulates

765
01:16:59,627 --> 01:17:06,154
- that no later than January 1st, 2027, each Indiana school corporation and charter school must adopt

766
01:17:06,154 --> 01:17:13,203
- and implement a policy enabling a parent to do three separate things. Increase the strength of the internet

767
01:17:13,203 --> 01:17:20,382
- filter on the school-owned device. Block access to websites or content accessible on the school-owned device.

768
01:17:20,962 --> 01:17:26,985
- and limit the amount of time that is spent on the device by the student. We already do a great deal

769
01:17:26,985 --> 01:17:33,490
- of this, of course, with our current content filter, in particular, the strength of the filter and limiting

770
01:17:33,490 --> 01:17:39,634
- the amount of screen time through Apple Classroom. However, we are searching for a new content filter

771
01:17:39,634 --> 01:17:45,235
- at this time to allow us to enable parents to block access to websites or content accessible

772
01:17:45,235 --> 01:17:50,174
- on a school-owned device. That is not currently possible with our current filter.

773
01:17:51,874 --> 01:17:59,993
- So to that end, we are testing out new options that prioritize the following. Streamlined management,

774
01:17:59,993 --> 01:18:07,953
- powerful and customizable filtering, parental oversight, reporting and analytics, and classroom and

775
01:18:07,953 --> 01:18:16,310
- instructional flexibility. We do a ton to, of course, manage and protect student data in the information

776
01:18:16,310 --> 01:18:17,982
- services department.

777
01:18:18,338 --> 01:18:26,539
- Most principally with our student information system Skyward, and this is how we ensure accurate student

778
01:18:26,539 --> 01:18:34,974
- and family information. Timely family and communication enables us to do state reporting, maintain accurate

779
01:18:34,974 --> 01:18:43,096
- academic records, allows for real-time role-based access to student and teacher data, and we only share

780
01:18:43,096 --> 01:18:46,142
- essential data points to applications.

781
01:18:46,338 --> 01:18:53,370
- You can think of the number of different applications that we have in the corporation. You can feel

782
01:18:53,370 --> 01:19:00,754
- assured that we only send absolutely what's necessary to those corporations that house our student data.

783
01:19:00,754 --> 01:19:07,857
- I'd like to talk about technology tools managed by the Information Services Department. We do ensure

784
01:19:07,857 --> 01:19:13,694
- access and connectivity for teachers and students via a one-to-one device program.

785
01:19:14,338 --> 01:19:21,867
- So for kindergarten through 12th grade, you know, all the way through high school, we are one to one.

786
01:19:21,867 --> 01:19:29,469
- Kindergarten through sixth grade students use iPads and utilize touchscreen typing. Seventh and eighth

787
01:19:29,469 --> 01:19:36,998
- graders use iPads with a keyboard case. And nine through 12th grade students use Windows laptops, the

788
01:19:36,998 --> 01:19:44,158
- exception to that being the academy where they have iPads. We do have a robust wireless network.

789
01:19:44,642 --> 01:19:53,662
- with content filtering, as I mentioned. We have screen sharing technology to allow for innovative teaching

790
01:19:53,662 --> 01:20:02,177
- practices. And we also have assistive technology for student supports to allow us to follow 504s and

791
01:20:02,177 --> 01:20:10,775
- IEPs. We have assistive technologies for that. Various technology tools are used across the district,

792
01:20:10,775 --> 01:20:13,726
- and we work to make that possible.

793
01:20:14,242 --> 01:20:20,697
- We do identify and review learning apps in partnership with curriculum and instruction, so Ms. Harmon's

794
01:20:20,697 --> 01:20:26,903
- department. So when a request comes in for an application, we make sure that it's safe for students

795
01:20:26,903 --> 01:20:33,109
- and staff to use first and foremost, and that it fits into the goals of the corporation. We provide

796
01:20:33,109 --> 01:20:39,998
- grade-level content from a variety of textbook platforms and learning apps, rostered with student information.

797
01:20:40,450 --> 01:20:49,268
- We manage essential communication tools such as Parent Square and then we handle enrollment registration

798
01:20:49,268 --> 01:20:58,169
- and report cards in our student information system, Skyward. We are able to coordinate technology support

799
01:20:58,169 --> 01:21:06,987
- throughout the district utilizing a combination of in-building support and remote support and our remote

800
01:21:06,987 --> 01:21:09,758
- support is done through Zendesk.

801
01:21:10,146 --> 01:21:16,367
- And this is our help desk ticketing system, which allows us to centralize support requests. And we can

802
01:21:16,367 --> 01:21:22,649
- route support requests to the appropriate IS staff. For example, if there was an issue with the content

803
01:21:22,649 --> 01:21:29,051
- filter, if there was a website that was blocked that shouldn't be blocked, a teacher can put in a ticket.

804
01:21:29,051 --> 01:21:35,212
- And that ticket goes straight to someone who's managing the content filter, for example. Our building

805
01:21:35,212 --> 01:21:39,198
- technicians and computer coordinators do provide on-site support.

806
01:21:39,522 --> 01:21:46,209
- you know, in our schools. And support can be quickly escalated to the corporation level information

807
01:21:46,209 --> 01:21:52,896
- technology office as needed, you know, as it becomes necessary. On screen here, you can see how you

808
01:21:52,896 --> 01:21:59,583
- can put in a help desk ticket, and you can do that as a student, staff member, or a parent guardian

809
01:21:59,583 --> 01:22:05,534
- in our organization. So out there on any page on the website, if you click help, you get

810
01:22:05,794 --> 01:22:14,575
- a link to our guide and you can put in the ticket there. Some ticket support numbers here. You can see

811
01:22:14,575 --> 01:22:23,527
- that we've had 40,212 support articles out on our guide viewed so far in the past year. And we've solved

812
01:22:23,527 --> 01:22:32,479
- 27,354 tickets over the past year. And those two numbers really do serve one another because our support

813
01:22:32,479 --> 01:22:34,014
- articles actually

814
01:22:34,498 --> 01:22:41,141
- We do our best to keep those as up to date as possible. And we use those support articles when we are

815
01:22:41,141 --> 01:22:47,719
- replying to the tickets. And we get tickets in that make us realize that we need another article. So

816
01:22:47,719 --> 01:22:54,427
- it's a whole cycle. Yeah, those are some updated numbers for you. And I will pass it off to Ms. Harmon

817
01:22:54,427 --> 01:23:00,939
- to talk about enhancing teaching and learning. Thank you so much. Again, what Andy described is the

818
01:23:00,939 --> 01:23:03,870
- foundation. So I'd like to show you how that

819
01:23:04,066 --> 01:23:10,339
- we build on top of that, how those tools show up in classrooms, and just as importantly, how we make

820
01:23:10,339 --> 01:23:16,799
- decisions about how we use them. So the way we think about technology is captured in the first sentence

821
01:23:16,799 --> 01:23:23,135
- here. Teachers actively guiding students to use technology as a tool, and the teachers at the center,

822
01:23:23,135 --> 01:23:29,781
- and that technology is a tool that lets students explore, collaborate, problem solve, create, and reflect.

823
01:23:29,781 --> 01:23:31,582
- We organize this work around

824
01:23:31,714 --> 01:23:38,039
- three ideas, building future ready skills, enhancing access to learning, and increasing engagement.

825
01:23:38,039 --> 01:23:44,933
- And I'm going to take them one at a time across all three. And the question we ask is whether the technology

826
01:23:44,933 --> 01:23:51,574
- is changing what students are able to learn and do. So first, building future ready skills. Our youngest

827
01:23:51,574 --> 01:23:56,318
- learners are already building skills that will serve them for a long time.

828
01:23:56,738 --> 01:24:02,535
- The photo on the right shows students using coding blocks to sequence steps and debug simple programs.

829
01:24:02,535 --> 01:24:08,220
- And that's problem solving and logical thinking, not screen time for its own sake. As students grow,

830
01:24:08,220 --> 01:24:14,018
- this becomes critical thinking and digital literacy. Sorry, I went ahead and shouldn't have. Analyzing

831
01:24:14,018 --> 01:24:19,815
- online information and navigating digital tools responsibly. It also becomes designing and prototyping

832
01:24:19,815 --> 01:24:24,318
- and testing, which prepares them for the collaborative workplace they'll enter.

833
01:24:24,706 --> 01:24:30,627
- And we also want students to communicate across modalities, whether that's visual, written, or digital.

834
01:24:30,627 --> 01:24:36,549
- And I want to come back to digital literacy in a few minutes because it's essential to the conversation

835
01:24:36,549 --> 01:24:42,755
- that will be on my last slide. Technology also reduces barriers in education. Every student has standardized

836
01:24:42,755 --> 01:24:48,676
- access to textbooks, resources, and tools, and that matters for equity. It also gives students multiple

837
01:24:48,676 --> 01:24:53,630
- pathways to show what they know. A student might demonstrate learning through writing,

838
01:24:53,826 --> 01:24:59,761
- audio, art, coding, or design, like the student on this slide who created an app. And it supports

839
01:24:59,761 --> 01:25:06,120
- differentiation and inclusion. Andy mentioned this too. Speech to text, translation, text magnification,

840
01:25:06,120 --> 01:25:12,419
- and screen readers. For many students, these tools are what makes learning possible. And that's a place

841
01:25:12,419 --> 01:25:18,657
- where technology isn't a nice to have. It's essential. Here, when we talk about increasing engagement,

842
01:25:18,657 --> 01:25:20,958
- the key word is active. Virtual labs.

843
01:25:21,154 --> 01:25:27,001
- AR and VR experiences and gamified quizzes get students participating rather than receiving information.

844
01:25:27,001 --> 01:25:32,848
- Here you see students programming robots for competition. What we're most excited about is that students

845
01:25:32,848 --> 01:25:38,695
- move from being consumers of information to producers of knowledge and solutions. They see the relevance

846
01:25:38,695 --> 01:25:44,431
- of what they're learning and that builds motivation. The last slide is really the heart of what I want

847
01:25:44,431 --> 01:25:48,830
- to say this evening and to leave you with, and I want to speak to it directly.

848
01:25:49,058 --> 01:25:55,783
- We hear a concern from some families and community members that there's too much technology in our schools.

849
01:25:55,783 --> 01:26:02,072
- And I want to say plainly that we take that seriously. Whether or not it matches what's happening in

850
01:26:02,072 --> 01:26:08,424
- every classroom, it's a fair question and it deserves a real answer. Some context first. Since COVID,

851
01:26:08,424 --> 01:26:14,775
- technology use has grown everywhere, in homes and workplaces and across society, not just in schools.

852
01:26:14,775 --> 01:26:16,830
- Schools were part of that shift.

853
01:26:17,314 --> 01:26:23,055
- What matters is what we do about it now. And we are making a conscious and concerted effort to pull

854
01:26:23,055 --> 01:26:28,795
- back technology use where it does not have a direct impact on student learning and outcomes. Here's

855
01:26:28,795 --> 01:26:34,650
- the principle that guides us. Knowing when not to use technology is just as important as knowing when

856
01:26:34,650 --> 01:26:40,448
- to. You can see that reflected in the top of the slide. Technology in the classroom should always be

857
01:26:40,448 --> 01:26:44,926
- balanced with technology free instruction, used in clear and intentional way,

858
01:26:45,218 --> 01:26:50,610
- and directly connected to the stated learning goals. And we provide schools and teachers with device

859
01:26:50,610 --> 01:26:56,002
- usage guidelines that outline what that looks like in the classroom. If it doesn't meet that bar, it

860
01:26:56,002 --> 01:27:01,447
- doesn't belong in the lesson. So let me tell you a little bit about what that looks like in practice.

861
01:27:01,447 --> 01:27:06,786
- First, we've eliminated some instructional applications. When we looked at the outcomes, we weren't

862
01:27:06,786 --> 01:27:12,338
- seeing a significant impact on student learning, so we stopped using them. Second, we focused on active

863
01:27:12,338 --> 01:27:13,886
- use rather than passive use.

864
01:27:14,306 --> 01:27:19,764
- A student creating, problem solving, or collaborating is a very different experience from a student

865
01:27:19,764 --> 01:27:25,331
- scrolling or watching. We want the first, not the second. Third, we have central oversight of digital

866
01:27:25,331 --> 01:27:30,898
- tool review. Andy mentioned this as well. When a teacher wants to use a new tool in the classroom, it

867
01:27:30,898 --> 01:27:36,739
- goes through a review to make sure it meets our safety requirements and will achieve the learning outcomes

868
01:27:36,739 --> 01:27:42,142
- we're after. That's the partnership between our departments that you saw at the beginning. Fourth,

869
01:27:42,626 --> 01:27:48,099
- We're adopting curriculum that is less reliant on technology. When we select instructional materials,

870
01:27:48,099 --> 01:27:53,733
- we're intentionally choosing resources that don't depend on a screen. And fifth, we don't use technology

871
01:27:53,733 --> 01:27:59,420
- for downtime. That's why, as you can see at the bottom of the slide, K-6 iPads are not used during lunch,

872
01:27:59,420 --> 01:28:05,054
- during recess, or at any other time that isn't under direct staff supervision. Devices are for learning.

873
01:28:06,338 --> 01:28:11,870
- The guardrails in the yellow box support all of this. Apple Classroom gives teachers visibility into

874
01:28:11,870 --> 01:28:17,567
- what students are doing in the devices. We have clear procedures and expectations, and we're thoughtful

875
01:28:17,567 --> 01:28:23,264
- about physical classroom design and how that supports positive device usage. And the new content filter

876
01:28:23,264 --> 01:28:28,851
- that Andy talked about described earlier will give us more flexibility and gives parents more control

877
01:28:28,851 --> 01:28:34,110
- in line with the new state requirements. I also want to be honest about the other side of this.

878
01:28:34,530 --> 01:28:39,732
- Our students are growing up in a world full of technology and it's not going away. If we simply pulled

879
01:28:39,732 --> 01:28:45,036
- it all out, we wouldn't be protecting them. We'd be leaving them to figure it out on their own. Students

880
01:28:45,036 --> 01:28:50,238
- need to build digital literacy. They need to understand the impact of technology has on them and learn

881
01:28:50,238 --> 01:28:55,542
- how to use it well. Schools are one of the best places to learn that in a supervised setting with adults

882
01:28:55,542 --> 01:29:00,643
- guiding them. So our goal is balance and intention, technology when it makes learning better and not

883
01:29:00,643 --> 01:29:01,502
- when it doesn't.

884
01:29:01,858 --> 01:29:08,643
- And that's a conversation between curriculum instruction and information services. And it's one we're

885
01:29:08,643 --> 01:29:15,760
- committed to continue. I thank you for your time and your continued support. And if you have any questions

886
01:29:15,760 --> 01:29:22,478
- for either of us, thank you. Thank you, Ms. Harmon and Mr. Cope. Are there any questions or comments

887
01:29:22,478 --> 01:29:29,662
- from the board? First, thank you all for both of your. This was a great presentation. I do have a question.

888
01:29:29,794 --> 01:29:39,729
- So why does the Academy use iPads and not laptops like the other high schools? Is it by preference or?

889
01:29:39,729 --> 01:29:49,664
- Come to a mic, please, Andy. You can use Matt's mic. It was really a joint decision made by curriculum

890
01:29:49,664 --> 01:29:56,030
- instruction and technology and with the leadership of the school.

891
01:29:56,738 --> 01:30:05,077
- their MacBooks were actually aged out. So we had to make a decision. And it was a financial decision

892
01:30:05,077 --> 01:30:13,333
- as well as a curricular decision to make sure that we had a device that would adequately meet their

893
01:30:13,333 --> 01:30:22,250
- needs. And we found that the iPad was a really good spot, a really good place to be in, in that it provided

894
01:30:22,250 --> 01:30:25,470
- the same functionality as the MacBook,

895
01:30:25,762 --> 01:30:32,883
- but then also with the familiarity of the operating system from iOS moving from middle school to high

896
01:30:32,883 --> 01:30:39,934
- school. So those are the basic reasons why. Can I add to that too? Historically, for a while they...

897
01:30:40,162 --> 01:30:45,380
- Andy mentioned it. They had MacBooks previously as well, and the other high schools did not. And a lot

898
01:30:45,380 --> 01:30:50,547
- of that had to do with the things that they were doing around the pathways that they had committed to

899
01:30:50,547 --> 01:30:55,815
- in their projects-based learning. That tool was identified as having more, you know, some of the things

900
01:30:55,815 --> 01:31:00,982
- that they were doing around art and design and engineering and things like that. And so then when the

901
01:31:00,982 --> 01:31:02,046
- MacBooks phased out,

902
01:31:02,242 --> 01:31:08,539
- decision was to go to iPads. I think they're particularly excited right now since cell phones are no

903
01:31:08,539 --> 01:31:14,960
- longer. And so some of the projects they were doing in terms of photography and things like that, it's

904
01:31:14,960 --> 01:31:21,319
- given them a lot of agility. Thanks. And the teachers that I've spoken to have been happy about it as

905
01:31:21,319 --> 01:31:27,554
- well. They all have an iPad to help support their instruction, similar to the students. Thanks. Can

906
01:31:27,554 --> 01:31:30,110
- I ask a question about the policy that's

907
01:31:30,210 --> 01:31:39,253
- going to be required by 20 or 2027, like the ability for parents to reduce or block that has to be on

908
01:31:39,253 --> 01:31:48,562
- the device itself? Yes, it does. It has to be provided by the district. And the way the districts comply

909
01:31:48,562 --> 01:31:58,846
- with that is by having a content filter that does that, that has that feature. Our current content filter does not.

910
01:31:59,010 --> 01:32:06,363
- we're evaluating different options, content filters that do. And so how that is done looks a little

911
01:32:06,363 --> 01:32:13,717
- bit different from company to company. And so we are prioritizing that piece to make sure that it's

912
01:32:13,717 --> 01:32:21,364
- the most easy to use and feature-rich implementation of that. I guess my question, this is one of those

913
01:32:21,364 --> 01:32:28,350
- moments where I have to wonder about the policy and who's asking for this policy, because it's

914
01:32:29,122 --> 01:32:35,403
- feels like it is somewhat of a barrier. So say a parent, OK, for instance, at our house, when we have

915
01:32:35,403 --> 01:32:41,622
- teenagers with devices and we are not sure if they can monitor their own or regulate their own time,

916
01:32:41,622 --> 01:32:48,026
- we simply connect it to our own Wi-Fi system. And at a certain time every night, it turns off for them,

917
01:32:48,026 --> 01:32:54,430
- and they can no longer use that device to do those things, right? Sure, it's more problematic if, like,

918
01:32:54,754 --> 01:33:01,666
- YouTube is permitted on a school device and we don't want them just surfing YouTube for hours to do

919
01:33:01,666 --> 01:33:08,923
- X, Y or Z. But the question is if a parent wants to block an app, and this is not necessarily, you don't

920
01:33:08,923 --> 01:33:15,834
- have to answer this I don't think, but if a parent wants to block an app and then they go to school

921
01:33:15,834 --> 01:33:21,502
- and they need to use that app because for instance they do use YouTube in school.

922
01:33:21,794 --> 01:33:28,690
- Does it have to get turned on and off every day, or would it just like entering a Wi-Fi system, would

923
01:33:28,690 --> 01:33:35,857
- it automatically reset? It does vary a bit by company to company, but what we've seen is that the leading

924
01:33:35,857 --> 01:33:42,753
- companies that we're looking at, they do a time-based restriction. So they would be able to enable it

925
01:33:42,753 --> 01:33:47,486
- while the student is at home, and then that restriction would expire.

926
01:33:47,970 --> 01:33:55,705
- I will say our teachers are accustomed to a version of this because we do have, you know, internet groups

927
01:33:55,705 --> 01:34:03,002
- that have enhanced filtering if upon family request already. And so it's a bit similar to that, but

928
01:34:03,002 --> 01:34:10,518
- this is like a more formalized process. And I assume there's cost associated with? There is cost, yes.

929
01:34:10,518 --> 01:34:17,086
- And it does vary by vendor. Do you see that as being a potential issue? So we'll just use

930
01:34:17,218 --> 01:34:26,759
- YouTube because that's what was thrown out. It's easy. Can a parent or guardian indefinitely block the

931
01:34:26,759 --> 01:34:36,486
- access to the site so they couldn't use it at all? They could block that resource at home. Just at home?

932
01:34:36,486 --> 01:34:46,398
- Yeah. OK. But this is a state requirement, right? It is, yeah. Yeah. Of a thing that will cost more money.

933
01:34:46,498 --> 01:34:55,385
- And have you received any feedback on the use of parent square for student to parent communication during

934
01:34:55,385 --> 01:35:04,189
- the day? Personally, I have not, but I have used it to communicate with my own son and I think he enjoys

935
01:35:04,189 --> 01:35:12,909
- it. Yeah, I've also used it. I found it to be really helpful, actually, you know, just in terms of pick

936
01:35:12,909 --> 01:35:14,334
- up my kids plan.

937
01:35:14,562 --> 01:35:21,818
- changed and he said can you pick me up at five instead of right after school and he was able to message

938
01:35:21,818 --> 01:35:29,005
- me through parent square and i was able to respond and say yes that's fine and so it worked great yeah

939
01:35:29,005 --> 01:35:35,982
- so andy did you say parents can submit a help ticket they can okay i will be submitting one tonight

940
01:35:35,982 --> 01:35:41,982
- i need help i mean just so you know i was trying to use it with my middle schooler so

941
01:35:42,178 --> 01:35:50,744
- that was an out, but I'm going to try with my high schooler. Ms. Harmon, I appreciated the device usage

942
01:35:50,744 --> 01:35:59,311
- guidance that you showed. Have you already or do you anticipate taking any of that guidance and turning

943
01:35:59,311 --> 01:36:05,406
- it into hard rules or asking us to pass policies related to those things?

944
01:36:06,242 --> 01:36:13,342
- We do have it in terms of guidance that is given directly to teachers in a formal part of all of the

945
01:36:13,342 --> 01:36:20,372
- kind of materials and kind of administrative guidelines that we give them in terms of expectations.

946
01:36:20,372 --> 01:36:27,402
- So that seems sufficient for us in terms of how they have it. And it seems to work well. And then I

947
01:36:27,402 --> 01:36:34,713
- thought April would ask about AI, but since she hasn't, I will. Because it's coming up in our committee

948
01:36:34,713 --> 01:36:35,838
- report section,

949
01:36:36,066 --> 01:36:43,465
- It's not fair enough to talk about it there, but it's fine. Have you considered guidance? I mean, I'm

950
01:36:43,465 --> 01:36:50,719
- sure you have considered guidance around AI. Is there anything that you can share about that? We do

951
01:36:50,719 --> 01:36:58,045
- similarly have AI guidance that we give to teachers as the current resources and things that we have

952
01:36:58,045 --> 01:37:05,662
- around what AI literacy looks like, what the kinds of considerations and thoughts that they should have.

953
01:37:05,794 --> 01:37:11,231
- because we know it's changing all the time. So we're just trying to do that as well. And then along

954
01:37:11,231 --> 01:37:16,668
- with IS department, we manage access to that. So students don't have access to AI on their devices.

955
01:37:16,668 --> 01:37:22,269
- You can't control what they do on their personal devices. They're school-issued ones. They have access

956
01:37:22,269 --> 01:37:27,216
- to only one AI tool. It's called Magic School. And it's actually designed specifically for

957
01:37:27,216 --> 01:37:31,838
- school environments. And it's a way for teachers to create kind of an AI environment

958
01:37:32,290 --> 01:37:39,448
- instructional purposes. Is that a fair explanation? Yeah, we'll call it AI with guardrails. Yeah. Yeah.

959
01:37:39,448 --> 01:37:46,331
- AI with guardrails. Thank you. Other questions or comments from the board? Well, thank you for your

960
01:37:46,331 --> 01:37:53,558
- work. And I like how you showed the collaboration between curriculum and instruction technology, because

961
01:37:53,558 --> 01:38:00,510
- they have to work together. Can I ask a quick question about, OK, so the statement that just sort of

962
01:38:01,442 --> 01:38:09,130
- brought the question up is that students don't have access to AI on their school devices. But does that

963
01:38:09,130 --> 01:38:16,744
- mean that like, for instance, they don't have access to chat to open AI or chat GBT, Claude and things

964
01:38:16,744 --> 01:38:24,210
- like that. But what about like Google, which produces an AI? Google itself has AI embedded and could

965
01:38:24,210 --> 01:38:28,350
- be used in some ways, like the AI summary that pops up.

966
01:38:28,834 --> 01:38:36,217
- based on what you ask it and how you ask it? We do block Gemini, but there are other features that end

967
01:38:36,217 --> 01:38:43,743
- up getting introduced in the browser that we have to kind of play catch up on. But we make every attempt

968
01:38:43,743 --> 01:38:50,983
- to block anything that isn't Magic School at this time. OK, great. Thank you. And then so presumably

969
01:38:50,983 --> 01:38:56,574
- also teachers can't use it for their lessons. Like at IU, for example, I do a

970
01:38:56,674 --> 01:39:02,186
- an emergency simulation where my students have to create messages if there were some kind of public

971
01:39:02,186 --> 01:39:07,697
- health emergency, and then the AI reacts to those messages. But our teachers couldn't use that kind

972
01:39:07,697 --> 01:39:13,374
- of technology. They could do that lesson in magic school. Is that what you're saying? Like, could they

973
01:39:13,374 --> 01:39:18,941
- do something similar? I think they could. They could have their students be in magic school and have

974
01:39:18,941 --> 01:39:24,508
- a scenario. That's correct. They do also have access to other AI tools. We don't block it for staff,

975
01:39:24,508 --> 01:39:25,886
- actually. OK. Thank you.

976
01:39:27,970 --> 01:39:35,847
- Other questions or comments? Thank you both so much for your presentation. And the last presentation

977
01:39:35,847 --> 01:39:43,881
- is the CFO financial update, Mr. Irwin. You got to start with me tonight, and then you get to end with

978
01:39:43,881 --> 01:39:51,914
- me. I appreciate the opportunity to give you the update on the cash flow report, so we'll move through

979
01:39:51,914 --> 01:39:54,878
- it as we normally do. Education fund.

980
01:39:55,042 --> 01:40:00,871
- Actual revenue, slightly above projections, incredibly accurate. That's a great thing. Expenses were

981
01:40:00,871 --> 01:40:06,816
- below projection. Again, that's in the world where we want to see things, where we want it to be. Part

982
01:40:06,816 --> 01:40:12,761
- of that reason was that we did have some expenditures that we were able to move into a grant. And that

983
01:40:12,761 --> 01:40:18,706
- was as we closed out a grant. So that's a one-time relief of expenditures in the education fund, which

984
01:40:18,706 --> 01:40:24,766
- obviously helps the fund in the short term. But that is a big reason why expenses were below projection.

985
01:40:24,898 --> 01:40:30,137
- As well as claims, claims were lower and that has a lot to do with just timing. So a lot of times I'm

986
01:40:30,137 --> 01:40:35,325
- talking about some of this stuff. I'm like, it's the timing of invoices as they come in. And in this

987
01:40:35,325 --> 01:40:40,615
- particular case, it has a lot to do with curricular adoption invoices that we're expecting in the near

988
01:40:40,615 --> 01:40:45,957
- term that haven't yet been received. And so essentially what I'm doing as that happens, I'm moving that

989
01:40:45,957 --> 01:40:51,710
- projection forward into four months to make sure that I continue to account for it in the numbers that you see.

990
01:40:52,226 --> 01:40:57,585
- One of the things that is common in the outlook portion of each one of these slides is that I'm tracking

991
01:40:57,585 --> 01:41:02,792
- payrolls every single week as they happen. We have a payroll that happens every week, whether it's on

992
01:41:02,792 --> 01:41:08,151
- the certified side or the non-certified side. And that's essentially how it's lined up. But I'm tracking

993
01:41:08,151 --> 01:41:13,459
- those payrolls every week to look at, to help me gauge what's normal, what's not normal, whether I need

994
01:41:13,459 --> 01:41:18,819
- to ask some more questions as relates to what it is that I'm seeing aside from the information I already

995
01:41:18,819 --> 01:41:20,350
- get within my own department.

996
01:41:20,674 --> 01:41:26,714
- But then that helps me with projections because now that we're into this current contract year, it allows

997
01:41:26,714 --> 01:41:32,753
- us to gauge how those things should continue to incur as we move forward into future months. So it allows

998
01:41:32,753 --> 01:41:38,622
- me to continue to sharpen my numbers when I look into the forward months of projections. And so that's

999
01:41:38,622 --> 01:41:44,376
- something that you'll see that bullet point consistent across the fund structures that have staffing

1000
01:41:44,376 --> 01:41:47,966
- in them because that's something that I do on a regular basis.

1001
01:41:48,066 --> 01:41:53,485
- and I pay attention to the timing and the overlap. But when we start that new year, when people are

1002
01:41:53,485 --> 01:41:58,904
- either returning to work from summer months, when not as many people are at work here at the school

1003
01:41:58,904 --> 01:42:04,377
- corporation, or when we start new contract years and that adjustment as well. Overall, our fund cash

1004
01:42:04,377 --> 01:42:10,012
- balance for the year in 2026 is higher than last month's projection. We're still below that target cash

1005
01:42:10,012 --> 01:42:15,539
- balance goal that we talked about in the quarterly report, but we're making great progress. So that's

1006
01:42:15,539 --> 01:42:16,894
- definitely a good thing.

1007
01:42:18,274 --> 01:42:24,141
- 2022 referendum. So no revenue in this fund for August. Again, I do these things I know sometimes are

1008
01:42:24,141 --> 01:42:30,008
- repetitive, but it continues to show that some of our funds, especially these tax levy funds, go long

1009
01:42:30,008 --> 01:42:35,818
- periods of time without revenue and there's the regular expenses that occur and you see those in the

1010
01:42:35,818 --> 01:42:41,570
- cash flows that you receive. Actual expenses are below projections across all categories, so that's

1011
01:42:41,570 --> 01:42:44,734
- helpful in relation to what it is that we want to see.

1012
01:42:44,898 --> 01:42:51,959
- You see that same bullet point that you saw on the previous slide, because I did that across all of

1013
01:42:51,959 --> 01:42:58,526
- those fund structures of looking at payrolls as they come in. And right now, the balance for

1014
01:42:58,526 --> 01:43:05,799
- 2026 individually projects to be about even about where we started. Referendum 2023. Again, no revenue

1015
01:43:05,799 --> 01:43:11,518
- in the fund for August. Expenses were below projections in payroll and benefits.

1016
01:43:11,874 --> 01:43:18,022
- Claims were a bit higher due to, again, timing of invoices received on curriculum purchases. So as those

1017
01:43:18,022 --> 01:43:23,877
- things come in, that adjustment is made and then that affects future projections as I look at those

1018
01:43:23,877 --> 01:43:29,791
- individual line items. 2026 cash balance projections, again, look to be up this year and they look a

1019
01:43:29,791 --> 01:43:35,822
- little bit better than last month based on the variance between what was the below expenses on payroll

1020
01:43:35,822 --> 01:43:41,150
- and benefits and the difference in claims for being a little bit higher than expectations.

1021
01:43:42,818 --> 01:43:48,233
- The operations fund. Revenue is above projection and a lot of this has to do with interest earned on

1022
01:43:48,233 --> 01:43:53,862
- cash in the bank. So we get interest that we, payment that we get from our bank every single month based

1023
01:43:53,862 --> 01:43:59,652
- on the rate that we have and the amount of cash that's in our bank account. As we continue to put ourselves

1024
01:43:59,652 --> 01:44:05,120
- in a better position, as we talk about that position of financial strength, this is one of those side

1025
01:44:05,120 --> 01:44:08,766
- benefits that we continue to get because that then in turn helps us

1026
01:44:08,930 --> 01:44:14,664
- as it relates to revenue that we receive that supports the expenses that happen within the operations

1027
01:44:14,664 --> 01:44:20,230
- fund. That's the fund we're replacing that interest in. Payroll and benefits in our other category

1028
01:44:20,230 --> 01:44:26,245
- projections were very accurate. Expenses and services and supplies categories were well below projections.

1029
01:44:26,245 --> 01:44:32,092
- And some of that, again, I'm looking at and I'm going back into previous years, months to see what were

1030
01:44:32,092 --> 01:44:37,770
- some of the big expenses that might have happened in those categories. How does that compare to what

1031
01:44:37,770 --> 01:44:38,782
- I saw this month?

1032
01:44:38,978 --> 01:44:44,350
- Does that mean that I need to take some of that projection of cash and move that into a future month

1033
01:44:44,350 --> 01:44:49,668
- based on what I'm seeing or not seeing from last year at that particular month or those surrounding

1034
01:44:49,668 --> 01:44:55,093
- months? So it's really digging into the weeds to help me identify how do I need to move my numbers or

1035
01:44:55,093 --> 01:45:00,518
- do I need to not move them at all? And then again, the 2026 fund balance projection from last year is

1036
01:45:00,518 --> 01:45:06,102
- trending towards our goal. We're moving into that position of financial strength within this fund. We're

1037
01:45:06,102 --> 01:45:07,006
- making progress.

1038
01:45:07,202 --> 01:45:13,058
- And that's definitely a good thing as well. The last fund that we talk about is the debt service fund.

1039
01:45:13,058 --> 01:45:18,971
- There was no activity in the fund during the month of August. That's normal. And so we see the majority

1040
01:45:18,971 --> 01:45:24,201
- of our revenue in two months of the year. That's June and December when we receive property

1041
01:45:24,201 --> 01:45:29,887
- tax disbursements. And there was no expenses and that's normal. Most of our activity has to do with

1042
01:45:29,887 --> 01:45:35,743
- the timing of bond payments. Remember the purpose of the fund is to make the payments on our long-term

1043
01:45:35,743 --> 01:45:36,766
- debt obligations.

1044
01:45:37,026 --> 01:45:42,367
- and loans that we have and then some of the other side things that you might see are like the regular

1045
01:45:42,367 --> 01:45:47,813
- occurring trustee fees that they have for processing those debt payments and those sorts of things that

1046
01:45:47,813 --> 01:45:53,101
- we have so essentially the projection looks identical to last month i made some adjustments based on

1047
01:45:53,101 --> 01:45:58,390
- some me knowing when some trustee fees were going to come in but it looks pretty identical that last

1048
01:45:58,390 --> 01:46:03,626
- bullet point as a placeholder as a reminder of this year is the only year that we're able to spread

1049
01:46:03,626 --> 01:46:06,558
- the loss of the supplemental homestead deduction across

1050
01:46:06,946 --> 01:46:14,449
- service and operations in future years that will all go to the operations fund so I just leave that

1051
01:46:14,449 --> 01:46:22,101
- last bullet point as a reminder to that fact we'll make that second transfer and you see that in your

1052
01:46:22,101 --> 01:46:29,754
- cash flows in December so with that I'm done thank you mr. Erwin are there questions or comments from

1053
01:46:29,754 --> 01:46:35,006
- the board I got a question so in both referendums you said no revenue

1054
01:46:35,362 --> 01:46:42,017
- for August, is that the way you were talking about the invoices coming in, is that why? No, that doesn't

1055
01:46:42,017 --> 01:46:48,418
- have anything to do with invoices. It's just the timing of when revenue is received. So the 99.9% of

1056
01:46:48,418 --> 01:46:54,820
- the revenue that comes essentially into our two referendum funds are local property tax dollars. And

1057
01:46:54,820 --> 01:47:01,982
- so that's the main source of revenue that flows into that fund. Those disbursements happen in June and December.

1058
01:47:02,306 --> 01:47:08,273
- So if we see anything in between that, it might be like a reimbursement of something. So say someone

1059
01:47:08,273 --> 01:47:14,358
- was like our literacy cadre through the IDOE. If that person was originally funded from the referendum

1060
01:47:14,358 --> 01:47:20,620
- fund and we get a reimbursement from the state on that particular grant, that's when that is reimbursable

1061
01:47:20,620 --> 01:47:26,587
- back into the original fund of expenditure. So you might see some things like that that happen every

1062
01:47:26,587 --> 01:47:30,782
- once in a while, but that's not something that commonly occurs because

1063
01:47:30,882 --> 01:47:36,824
- The vast majority of all revenue is lined up with the timing of when we receive property tax disbursements.

1064
01:47:36,824 --> 01:47:42,436
- The invoices are just on the expenditure side. And it's me trying to time up what might have happened

1065
01:47:42,436 --> 01:47:48,048
- in August of last year, might end up happening in June of this year or July of this year, or it could

1066
01:47:48,048 --> 01:47:53,605
- happen in September of this year. It just depends on the timing of when an invoice might be received

1067
01:47:53,605 --> 01:47:59,161
- and then how that correlates with maybe the register of claims that you guys see in the board packet

1068
01:47:59,161 --> 01:48:00,702
- as far as timing of payout.

1069
01:48:01,026 --> 01:48:09,445
- I'm learning. I appreciate it. I appreciate the question. I'm sure some people listen and are happy

1070
01:48:09,445 --> 01:48:18,454
- to learn that, too. Yeah, hopefully it's helpful. Thank you again, Mr. Irwin. Our committee update tonight

1071
01:48:18,454 --> 01:48:26,958
- is a report from the MCCSE Foundation. Board member Jester serves on this committee. Ms. Jester? Hi.

1072
01:48:26,958 --> 01:48:30,494
- Thank you, President Cooperman. The MCCSE

1073
01:48:30,594 --> 01:48:43,582
- Foundation Committee meets monthly throughout the year. This month, the focuses have been on the teacher

1074
01:48:43,582 --> 01:48:56,446
- grant program closed on September 8th. And so now we are beginning to move into reviewing those grants.

1075
01:48:57,890 --> 01:49:07,227
- There was an event hosted for the facilities department this month, a luncheon and show of appreciation

1076
01:49:07,227 --> 01:49:16,205
- for all of their work and dedication to the corporation. We're also preparing for October. Real men

1077
01:49:16,205 --> 01:49:24,734
- read program will begin and there will be a kickoff event for volunteers soon. I believe that.

1078
01:49:27,490 --> 01:49:36,377
- And fundraising, of course, is always happening. We started requesting items for the online auction,

1079
01:49:36,377 --> 01:49:45,440
- reading, writing, and bidding. This is the 15th year of the auction and encourage local businesses and

1080
01:49:45,440 --> 01:49:54,326
- our families to support the event this year. I'd like to thank the executive director, Cirilla Helm,

1081
01:49:54,326 --> 01:49:57,406
- for her dedication and leadership.

1082
01:49:58,050 --> 01:50:08,439
- Any of you all know that her time with the foundation has seen tremendous growth in their ability to

1083
01:50:08,439 --> 01:50:18,108
- help us all out. And then just lastly, there's always ways that you can find to donate at the

1084
01:50:18,108 --> 01:50:25,822
- mccscfoundation.org. And that concludes my report. Thank you, Ms. Chester.

1085
01:50:25,986 --> 01:50:37,013
- Are there any questions for Asia? I have a question, Asia. If we have something that we want to donate

1086
01:50:37,013 --> 01:50:47,826
- for the auction, how do we go about doing that? I do believe that you could find that information at

1087
01:50:47,826 --> 01:50:51,038
- mccscfoundation.org. Perfect.

1088
01:50:51,234 --> 01:50:57,553
- We have a Lego set that my husband is convinced someone will bid on. So I have to figure out how to

1089
01:50:57,553 --> 01:51:04,188
- donate that. So I will go to the website. Thank you. Or you could just call Cirilla. Or I could do that.

1090
01:51:04,188 --> 01:51:10,507
- Yeah. I think you also serve on the foundation. Isn't that right, Mr. Bunger? Thank you. All right.

1091
01:51:10,507 --> 01:51:14,046
- So I have sources. Any other questions for Ms. Chester?

1092
01:51:17,890 --> 01:51:25,179
- Then next we have a update on the policy task force. Board member Hennessy. Yes, thank you. We have

1093
01:51:25,179 --> 01:51:32,832
- concluded our review of the initial portion that we had set out to review. So this is the bylaw section,

1094
01:51:32,832 --> 01:51:40,412
- the 0000s. And we have a number of items that we have kind of marked as needing revision either because

1095
01:51:40,412 --> 01:51:46,462
- they are out of date, something's been replaced, there is potential question about

1096
01:51:46,818 --> 01:51:52,979
- if we wanna revise something. And so I'll kind of give you a brief rundown, but then the policy and

1097
01:51:52,979 --> 01:51:59,201
- I, the policy and I will not do this, but the committee and I will work with a little bit with maybe

1098
01:51:59,201 --> 01:52:05,793
- Mr. Bunger, but also with ISBA on a couple of the questions that we have regarding some of these policies.

1099
01:52:05,793 --> 01:52:12,016
- Most of these things are minor. And so one of our questions that we have is like, what constitutes a

1100
01:52:12,016 --> 01:52:15,774
- friendly amendment versus like a full amendment of a policy?

1101
01:52:16,322 --> 01:52:23,989
- and then also whether a section of policies can be bundled and adopted sort of whole as like a section

1102
01:52:23,989 --> 01:52:31,507
- rather than having to enumerate like every single policy. So we'll kind of work through those issues

1103
01:52:31,507 --> 01:52:39,025
- and write up revisions and then hopefully present these and put them on the agenda for the board for

1104
01:52:39,025 --> 01:52:45,054
- the October meeting for the first reading. But just a brief overview question of

1105
01:52:45,282 --> 01:52:51,708
- the CEO comes up here, and this is one of those minor issues, but the president of the board is described

1106
01:52:51,708 --> 01:52:58,194
- as the chief executive officer as the board of school trustees. Later, the superintendent is also referred

1107
01:52:58,194 --> 01:53:04,317
- to as the chief executive officer, but of the school corporation. I think it is a little bit strange

1108
01:53:04,317 --> 01:53:10,379
- to have two CEOs within a system. And so that's just one of the things we flagged as like odd. Does

1109
01:53:10,379 --> 01:53:14,622
- it need to really be revised? Does it impact anything? No, but it is,

1110
01:53:14,946 --> 01:53:22,281
- and oddity, so does it matter? I don't know. In policy 10120, there's this question of what the board

1111
01:53:22,281 --> 01:53:29,616
- actually manages that seemed to strike us as interesting given what we understand our role to be. And

1112
01:53:29,616 --> 01:53:37,023
- so we wanted to just check on this with ISBA to make sure that the language here was correct. It says,

1113
01:53:37,023 --> 01:53:44,862
- the school board shall have the management and control of all facilities and programs in the corporation and

1114
01:53:44,962 --> 01:53:52,013
- the employees, students, and other persons entering its premises. We kind of said like control makes

1115
01:53:52,013 --> 01:53:59,203
- sense in a particular way. Management, the use of that term seems to maybe not make sense in the scope

1116
01:53:59,203 --> 01:54:06,812
- of our role. So that's something we'll pose as, is that something we should amend? Board travel compensation

1117
01:54:06,812 --> 01:54:14,002
- comes up in this. And I know President Cooper-Menu in particular had some questions about board travel

1118
01:54:14,002 --> 01:54:14,910
- compensation

1119
01:54:15,074 --> 01:54:23,327
- what our policies are, how we might think about amending that. So it does come up here and then later

1120
01:54:23,327 --> 01:54:31,661
- again in another set of policies. So we'll take a look at that. One of the sections here in 0140, it's

1121
01:54:31,661 --> 01:54:40,319
- basically in the section regarding the board, the board's role. We found what we consider to be a somewhat

1122
01:54:40,319 --> 01:54:43,070
- excessive use of quotation marks.

1123
01:54:43,394 --> 01:54:50,748
- in a way that is somewhat condescending at times, right? So I think we should say explicitly what those

1124
01:54:50,748 --> 01:54:58,455
- quotation marks imply rather than putting them in quotation marks and leaving some other kind of implication

1125
01:54:58,455 --> 01:55:05,738
- there as to what they mean. We should just say what we do or do not want board members to do. So we'll

1126
01:55:05,738 --> 01:55:11,678
- probably revise that section. And then one of the biggest inconsistencies is simply

1127
01:55:11,906 --> 01:55:19,105
- Since COVID in 2021, when we passed electronic board voting, there's a section still that exists that

1128
01:55:19,105 --> 01:55:26,374
- says that a board may not vote electronically in our policies that needs to be stricken and then fully

1129
01:55:26,374 --> 01:55:33,713
- replaced with the section that was added later. So those are the major things that we'll sort of tackle

1130
01:55:33,713 --> 01:55:41,406
- and consider for revision in this first set. But there were two other things that we wanted to just bring up

1131
01:55:41,794 --> 01:55:50,476
- And I do fear that one of them may be a can of worms. So I didn't mean to do this here, but I forgot

1132
01:55:50,476 --> 01:55:59,415
- to ask the question earlier. So I'll just ask it quickly. One question was just in terms of modernizing

1133
01:55:59,415 --> 01:56:08,355
- our meetings to some extent. On the section that includes public participation, there was some question

1134
01:56:08,355 --> 01:56:10,590
- as to whether as a board,

1135
01:56:10,786 --> 01:56:17,662
- we would want to at any point consider participation in public comment or listening by Zoom as the city

1136
01:56:17,662 --> 01:56:24,605
- and the county do in their board meetings. So that there was just the question that came up that I think

1137
01:56:24,605 --> 01:56:31,349
- we could take up at some point if people were interested. The other question that came up in this set

1138
01:56:31,349 --> 01:56:38,622
- of policies was actually it does not belong in the set of policies, but it is something that came up which is

1139
01:56:38,946 --> 01:56:47,984
- does the district need to begin thinking about an AI policy? I know that many districts have, university

1140
01:56:47,984 --> 01:56:56,678
- has, most organizations have. It sounds like there's not a lot within our district to sort of manage

1141
01:56:56,678 --> 01:57:05,630
- at this point, but that is one question that we just wanted to bring forward as a part of this work is,

1142
01:57:05,954 --> 01:57:12,525
- Do we think we should begin work on an official AI policy for the district? That's it. Are you asking

1143
01:57:12,525 --> 01:57:18,968
- us to respond to those things now? April, are you just putting it out there? I would say the latter

1144
01:57:18,968 --> 01:57:25,540
- we could take up now. The former, I would ask that people just think about and we could also have the

1145
01:57:25,540 --> 01:57:32,176
- board officers might want to discuss with the superintendent in a board officer meeting before opening

1146
01:57:32,176 --> 01:57:34,366
- up to full board discussion here.

1147
01:57:39,490 --> 01:57:49,576
- initial thoughts on an AI policy, I guess on the idea of creating one. I think when you talk about the

1148
01:57:49,576 --> 01:57:59,564
- AI policy, it'd have to be multi-pronged. One is there going to be an AI policy for employees and how

1149
01:57:59,564 --> 01:58:07,006
- they use it within their roles versus how students use it. It seems like on

1150
01:58:10,338 --> 01:58:22,714
- Corporation devices we have a pretty strong lockdown on how that's applied but obviously It may fall

1151
01:58:22,714 --> 01:58:34,968
- more under the academic integrity world Yeah, I think it sounds like it in some sense there is a de

1152
01:58:34,968 --> 01:58:39,870
- facto policy being used in practice and

1153
01:58:40,034 --> 01:58:47,774
- It makes sense to me that we might even just have a policy to say who decides. It doesn't have to be

1154
01:58:47,774 --> 01:58:55,437
- that the board has a policy that is very specific. In fact, do we have one? I don't think we have a

1155
01:58:55,437 --> 01:59:03,176
- university-wide one. Maybe we do, and I'm not in compliance. I feel like they're shoving it down all

1156
01:59:03,176 --> 01:59:07,774
- our throats, though. I think that schools at the university

1157
01:59:08,034 --> 01:59:16,103
- Some schools have policies. I think that there may be a committee at this moment that is having this

1158
01:59:16,103 --> 01:59:24,173
- discussion about blanket policy, but I don't know. But I do say to Ross's point, I do think there is

1159
01:59:24,173 --> 01:59:32,162
- something about like academic integrity and that when we talked about it, we didn't just talk about

1160
01:59:32,162 --> 01:59:35,518
- student usage, but we did talk also about

1161
01:59:35,842 --> 01:59:45,229
- employee staff, like whatever, anybody using AI within the district that there would be certain parameters

1162
01:59:45,229 --> 01:59:54,177
- of like what is on the table or not on the table. But I don't know. I think it's smart to be thinking

1163
01:59:54,177 --> 02:00:03,038
- about it. Yeah. Other thoughts on that? Were questions about the policy committee's work in general?

1164
02:00:08,578 --> 02:00:17,185
- else to add? All right finally Dr. Winston do you have any additional information you'd like to share

1165
02:00:17,185 --> 02:00:25,876
- with us tonight? I do have a couple of items. National merit semi-finalists we are pleased to announce

1166
02:00:25,876 --> 02:00:34,313
- that MCCSE has 18 yes 18 national merit semi-finalists out of a pool of 1.2 million students across

1167
02:00:34,313 --> 02:00:35,326
- the country

1168
02:00:35,490 --> 02:00:45,990
- More than 16,000 students nationwide are semifinalists, and we have 18 of them. From Bloomington North,

1169
02:00:45,990 --> 02:00:55,278
- they are Daniel Cartledge, Gabriel Cohen, Penelope Eads, Aidan Kim, Ryan Lee, Simone Mazra,

1170
02:00:55,278 --> 02:01:04,062
- Manaras Pickard, I apologize, and Albie Singleton. From Bloomington South, Eve Arnold,

1171
02:01:04,610 --> 02:01:21,168
- Nikki Beshkar, Emeline Chen, Ethan Dodes, Bach Hu, William Lau, Jiping Liu, Margaret Robinson,

1172
02:01:21,168 --> 02:01:29,534
- Odin Schreuer, and Yuvin Zhou. Congratulations.

1173
02:01:29,826 --> 02:01:36,551
- To these exceptional students, national merit winners will be announced in the spring of 2027. Parent

1174
02:01:36,551 --> 02:01:43,343
- University. Our next Parent University will be on Tuesday, September 29th, one week from this evening.

1175
02:01:43,343 --> 02:01:50,266
- The topic is on assessments and will be held in the CoLab beginning at 6 p.m. College and Career Pathway

1176
02:01:50,266 --> 02:01:57,123
- Fair. On September 28th, Hoosier Hills Career Center will host the College and Career Pathway Fair from

1177
02:01:57,123 --> 02:01:58,046
- 530 to 7 p.m.

1178
02:01:58,562 --> 02:02:05,063
- We invite you to bring your family and friends to tour the Career Center, visit classrooms and learning

1179
02:02:05,063 --> 02:02:11,502
- spaces. There will also be representatives from industry, colleges and the military. Our culinary arts

1180
02:02:11,502 --> 02:02:17,753
- students will also host a bake sale at the event. And I have to tell you from past experience, they

1181
02:02:17,753 --> 02:02:24,255
- do an excellent job. Bloomington High School North. Bloomington High School North will have their first

1182
02:02:24,255 --> 02:02:28,318
- concert of the season, the fall choral concert tomorrow evening.

1183
02:02:28,450 --> 02:02:34,431
- Wednesday, September 23rd. The concert will take place in Norris Auditorium beginning at 7 p.m. We invite

1184
02:02:34,431 --> 02:02:40,072
- you to attend this performance and see our students performing and showcasing all of their talents.

1185
02:02:40,072 --> 02:02:45,714
- There are so many events that are happening throughout our corporation from choir and band concerts

1186
02:02:45,714 --> 02:02:51,639
- to fall athletic events. I encourage everyone to check out the events calendars on our school's websites

1187
02:02:51,639 --> 02:02:57,337
- to choose an event then come enjoy our students in action. You will not be disappointed. And in case

1188
02:02:57,337 --> 02:02:58,014
- you forgot,

1189
02:02:58,114 --> 02:03:05,250
- As a reminder, our fall break is October 15th and 16th. Schools will be closed on both of those days.

1190
02:03:05,250 --> 02:03:12,316
- That concludes my report. Thank you, Dr. Winston. Are there questions or comments from the board for

1191
02:03:12,316 --> 02:03:19,592
- Dr. Winston? Nope. All right, I just quickly, I should have probably put this on the agenda, but I just

1192
02:03:19,592 --> 02:03:26,588
- really quickly want to again thank you all for the work that you did at the work session on setting

1193
02:03:26,588 --> 02:03:27,358
- parameters

1194
02:03:27,586 --> 02:03:34,442
- for redistricting, redistricting, restructuring, and reorganizing. It was a long meeting. I realized

1195
02:03:34,442 --> 02:03:41,706
- later I forgot to give us a break, so I think we were hard at work for about three hours. And Dr. Winston,

1196
02:03:41,706 --> 02:03:48,766
- I think a notice did go out today that the parameters we set have been posted. That includes the things

1197
02:03:48,766 --> 02:03:56,030
- that we prioritized, the targets that we set for those, the constraints and the weights that we gave them.

1198
02:03:56,130 --> 02:04:03,956
- Again, thank you for that work. And I just wanted to note to the public that that is now available for

1199
02:04:03,956 --> 02:04:11,858
- anyone to view. Any other last comments from the board? Can I make a shameless plug for Sounds of South

1200
02:04:11,858 --> 02:04:19,531
- is going to have Guys and Dolls on October 10, 17, and 24. So get your tickets. And it's a good show

1201
02:04:19,531 --> 02:04:24,318
- you don't want to miss. And my own son will be in it. Perfect.

1202
02:04:26,562 --> 02:04:34,035
- Other shameless plugs or otherwise. All right. The next regularly scheduled board meeting will be held

1203
02:04:34,035 --> 02:04:37,662
- on Tuesday, October 27th, 2026. We are adjourned.