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- I pledge allegiance to the flag of the United States of America, and to the republic for which it stands,

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- one nation, under God, indivisible, with liberty and justice for all. Thank you all. Please be seated.

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- Our first meeting this evening is the public budget hearing for the Richland Bean Blossom Community

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- School Corporation.

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- And please let the record reflect that we have board members Mr. Tucker, Mr. Durnall, Mr. DeMoss,

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- and Mr. Kerr present. And we will be considering the 2027 budget. So we'll ask Deputy Tate. First of

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- three items would be the 2027 proposed budget.

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- Deputy. So as you said, this is for consideration of the 2027 budget. This is our public hearing. We

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- advertised the budgets on Gateway and on our school website. These budgets cover our education fund,

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- the debt service fund, and the operations fund. The education fund budget that we advertised was $22,500,000.

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- Debt service was $10,409,476 and the operations was $9,549,280. So that is what we have proposed for

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- the plan for the upcoming year based on our projections and our debt funds and what the balances are on those.

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- turn this over to you, Mr. Kerr, if you wanna open this up to any public comments or if you, oh, I also

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- wanted to ask, do you wanna do public comments for each category or do you wanna do it all at the end?

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- I believe that we could, you could go through all three and we could ask for public comments on all

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- three of them. So I put in front of you guys also the capital projects plan that we have proposed.

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- for next year. These are just different projects. And as we've talked about before, a lot of these projects,

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- they're just estimates. We're gonna try to find other funding sources for a lot of it, but this is our

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- projection that we're required to put together. And then the bus replacement plan, again, same situation.

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- We were required to put together a plan. We have set aside some money to kind of project what

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- buses if we need any buses or not, but it's not a guarantee that we will actually make those purchases.

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- So it's just a plan, just have an estimate and just an idea of the future purchases that could be in

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- place. And I think now we can turn it over to public comment if you'd like. Okay. At this point, again,

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- this is the public budget hearing, the actual hearing. So at this point, we will open

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- the hearing up for public comments on any or all three of, if you have comments on any or all three

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- of the proposed budgets, the proposed actual full budget, the capital projects plan or the buzz replacement

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- plan, you're welcome to come to the podium and state your name and we'd love to hear from you. If you have any.

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- Seeing, oh, go ahead. I'm Jeremiah O'Neill. So I was curious of the proposed operating budget, how much

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- of that goes towards special education? Like the teachers, the IAAs, all that sort of thing, because

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- I know we've had some issues already this year with staffing and stuff, so just wanted to make sure

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- that was taken into consideration.

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- So the operations fund is what you're specifically asking. We do have specific needs for each fund.

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- So education fund is based on the teachers, the IAs, things like that. Operations is like transportation

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- or maintenance there. It's separated out so you can only use those funds for certain things. You can't.

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- Yeah, it has to specifically be used for that purpose.

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- You can't commingle the funds. And the State Board of Accounts requires us to use certain guidelines

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- with those funds, so we have to abide by those guidelines when spending that money. It can't ever be

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- mixed, and it has to be specifically used for those purposes. So is there a definitive number on that

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- which is for special education? If you have specific questions, you can reach out to us, but I can't

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- give you an exact number at this time.

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- Any other public comments? Hearing none. Now that these three have been completed, that's the end of

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- the public comment portion of the public hearing and the end of the public hearing. Thank you very much.

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- That will adjourn our first meeting of the evening. And now I will

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- and call to order our second meeting. I will assume that we will all continue to pledge our allegiance

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- to the flag, so we do not need to do that again. I will, for the record though, ask the record to reflect

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- that eight board members, Mr. Tucker, Mr. Durnall, Mr. DeMoss, and Mr. Kerr are present.

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- Are there any visitor comments for our regular September 2026 regular meeting? Seeing none, we will

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- go to our Mustang moment and we have the junior high school with us this evening. Dr. Sanders, would

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- you like to address? Oh, he's gonna introduce.

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- Before I get started, I want to take a second to introduce our new school counselor, Mr. Chastain Baker.

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- Chastain comes to us as an Edgewood graduate, so I just want to welcome him back home. The original

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- goal this evening was to have Edge Media come and present, put students in front of you like we normally

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- do. Mr. Greil had some other commitments, so you get me.

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- I also noticed that the superintendent reports are a page and some of the back so I have to go really

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- quick so we have time for everything tonight. But what I wanted to do is take some time to share with

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- you guys how we utilize Wednesday mornings. About a year and a half ago, we were given the opportunity

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- to expand that from 30 minutes to a full hour. And it's one of those things that's super valuable, not

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- just to me,

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- but 100% to our staff. So I just wanna give you guys an idea as to how we use those mornings and some

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- of the things that we do. So we'll just kinda jump into it. The junior high is a unique situation. And

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- the reason I say that is because at the elementary school, they very much have to focus grade level

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- all the way across. So this graphic here kinda shows how we have to structure things at the junior high.

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- We're not just working on kindergarten, first grade, second grade. We're also not the high school who

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- can only, who's only focused on math. And the reason that's a little different, especially at the high

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- school level, is we have a lot of students at the high school level that might be taking algebra one.

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- They might be a freshman, they might be a sophomore, occasionally a junior, just depending on how they're

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- going. So that algebra class isn't limited to one grade level.

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- At the junior high, we're taking some of the stuff that the elementary has done while they're focusing

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- on foundational skills and we're still working on that. But we also have to transition these students

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- into the high school role and we have to refine what they've learned at the elementary school and make

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- sure that they have those content specific teachers. So at the junior high, we have a need for not only

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- departments but also grade levels. Every one of our Wednesday mornings,

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- is split up into some type of meeting. First Wednesday of the month, which we're coming up on, we focus

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- on our grade level teams. All those bullet points right there show you what those topics are that our

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- grade level teams might be talking about. The first one on there is FLEX. FLEX is our extra time to

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- do remediation and enrichment.

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- We're gonna talk a little bit more about how that plays in towards the end. But a few of the other things

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- that we look at is cohesion across the grade level, trends, grading practices, parent communication,

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- student behavior. Because our sixth grade and our seventh grade are very much still grouped. We have

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- a south block team and a north block team. So those students will see four core teachers every single day.

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- and it's the same group of teachers. So as a cohort or as a group of teachers, we can look at a smaller

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- group of kids and say, hey, we're struggling here, we're struggling there, or this student needs this

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- or that. So we make sure that our grade levels have a Wednesday morning that they can get together and

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- work through all of these tasks. It's not limited to these tasks, there's a lot of other things that

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- pop up through the month, but this is kind of their base agenda for their hour. Some of the housekeeping things,

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- curriculum tasks, field trips, testing schedules, and other logistical things that might pop up. On

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- our third Wednesday, we get into department teams. And department teams, they jump in, it looks like

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- a much shorter list, but again, this is just their base agenda. We look at vertical curriculum, we look

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- at vertical alignment. Already this school year, we've sent our,

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- our special ed teachers who transition students up into the high school to the high school to work with

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- the high school team to make sure that when we set transition documents and build those IEPs that when

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- they leave our building, they're walking into the high school with a plan in place ready to go. We have

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- a couple of classes that go from Algebra 1

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- biology, geometry, and we wanna make sure that we have time to communicate with the high school on how

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- they want those classes ran and what we need to be doing to meet the standard at the high school.

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- So again, this is an hour every third Wednesday that we can get together with the high school and make

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- sure we have that vertical alignment. The other thing that we look at on this one is, you know, does

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- a student, is a student showing some problems on a skill that correlates

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- Maybe an eighth grade student that correlates with a sixth grade standard. What are those standards?

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- What are those conversations that need to happen to make sure that we're providing refreshers and everything

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- that student needs? When we look at textbook adoption, again, not one of the things that's on there,

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- but when we, well, textbook implementation. When we look at that, we spent the spring semester looking

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- at our English language arts textbook.

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- We brought in several companies. We had those teachers dig through those textbooks. We made sure that

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- they had time to teach units from those possible textbooks before we spent a load of money buying those

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- textbooks. So another thing there are PD shares. What's been brought back from HRS trips? What podcast,

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- what things that that group of teachers

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- Soul focus might be math or social studies. What are things that they can bring to talk to each other

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- and to help each other grow? Common NASOT goals. One of the things that we did this year, this is a

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- snapshot model of our new art and science of teaching. It's kind of our bread and butter when we start

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- looking at how we teach and what we do on a day-to-day basis in classrooms. This year we took our grade

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- level chairs,

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- and our department chairs and got them together and said, hey, what are the top 13 or 14 elements out

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- of this book that makes sense for what we do at the junior high? And what that's really done for not

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- only my teachers, but also for me as a principal and an evaluator, is now instead of trying to learn

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- and memorize and be a master of 43 elements, it's cut it down to 13 or 14.

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- The other thing that's done, as I know right now, number 16 on that list, highlighting critical information,

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- is four of my six social studies teachers goal for the year. That is going to be their focus. So I know

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- that I can bounce in and out, I can see that happening, but on the third Wednesday of every month, they

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- can bounce ideas off of each other. Every other Wednesday that we have available,

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- We allow for our teachers to work together. We have two content teachers for math, for social studies,

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- for science, and for ELA in every grade level. We want those teachers to work together to determine

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- common essential standards. A lot of those are already set by the state. Create common formative assessments,

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- determine tier two instruction, refine what they're doing every day in the classroom.

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- With all three of these, the hardest thing to do is give everybody a common purpose. So we use this

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- highway right here that kind of helps keep us on track in all of these meetings. There's a hidden fifth

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- line that we'll talk about. But when we look at this, the first one on the far left side is curriculum.

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- And we're refining and reflecting on our scope and sequences. On our assessments, we're reviewing questions, data,

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- developing CFAs, instruction, we're focusing on that new art and science of teaching. We're really looking

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- at how and what did you do to get the results on that assessment? How can I reteach and make sure my

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- students really get it? When we look at achievement, we're looking at celebrations, remediations,

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- interventions, incentives, and the last one that we've

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- We try to use as an off ramp because once you get into housekeeping, you could be stuck there forever.

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- But that's where we're planning field trips and we're delegating day-to-day work and some of that stuff

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- that has to be done, but we wanna keep to a minimum. We wanna try and keep that hour as focused on those

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- four lanes that you see in front of you as we can. Our grade level partner meeting notes. This is a

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- live document that I've screenshotted.

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- is from our seventh grade teachers, our seventh grade ELA teachers. It's kind of small up there, it's

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- kind of hard to see, but we have some directions on that document. You can't really see the dates, but

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- that is from the 26th and the 9th, so August 26th and September 9th. That will get updated tomorrow.

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- But on there, you're going to see as it kind of worked down, those teachers are creating a quiz that

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- assesses and what you want it to assess, because if this is a math lesson,

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- you wanna make sure that if you're asking a story problem, that you're not assessing comprehension,

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- that you're actually getting students to pull the math out of that. So making sure those assessment

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- questions are on level and assessing what you want is a very tedious task. There's action items on there

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- so that the teachers know what they're expected to do and what they're going to be doing in the next

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- week or the week after.

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- One of the things that's important on there is there's a section for questions for admin. Tomorrow,

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- we're going to be in department teams. The following week, let me back up, tomorrow we'll be in department

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- teams. That's five different teams. I can bounce around to each of those and make that happen pretty

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- easy. The following week when we are with our content partners, there's going to be approximately 16

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- meetings going on at one time. That gives me about seven minutes per meeting

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- if I can just teleport into the room. That leaves me no walking time. So to say that I'm in the meeting

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- when teachers have a question, maybe. And if I need to devote more time to one team than another, somebody's

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- gonna get bumped. So what this does is allow the teachers to ask me questions, ask Mr. Siglin questions

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- on the document. And the great thing about that is it holds us accountable that we have to check the document

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- It also means that we're checking the documents, so they're getting their notes in. Down at the bottom,

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- we talked a little bit about, hey, we're going to come back to flex and what some of that means. We're

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- going to get into some of the details of this. When we start looking at numbers, sometimes it makes

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- your stomach want to churn. Sometimes it's really great. But at the bottom of that spreadsheet there, you see,

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- four tabs at the bottom, one that says agenda notes, ES1, ES1 data, ES1 data richie. What those are

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- is where we collect and look individually at every student. So I know that ES1 stands for essential

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- standard one. We give our teachers a lot of autonomy to where they can put in the exact standard or

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- they can label it ES1, ES2, ES3.

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- Those tabs on that page are going to grow as they assess every essential standard. What this shows me

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- here is a lot of things. I took names out of this. This is again a live sheet. But what you can see

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- here, students that are green did very well on the assessment. They met a certain threshold. Students

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- that are yellow, they're somewhat on the bubble. Students that are red, I'll let you guys make that

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- assumption. We know where they're at. But how this helps us.

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- This tells us right here where our students are, individually, by name. It's not a percentage. I know

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- from this, those red students most likely need to come into our flex time, that time where we do remediation.

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- Those students who are green, they probably have the option to go into some enrichment. Those students

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- who are yellow, they might just need a refresher. They might just need some extra time to practice.

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- So what this does is our teachers spend a lot of time going over those notes and they spend a lot of

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- time getting in here and setting up these spreadsheets to make sure that our students are looked at

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- individually. Individually is where we wanna go. This next slide is difficult for me. It doesn't necessarily

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- show the greatest parts of Edgewood Junior High, but it's the truth. So I'm not gonna back away from it.

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- Preliminary scores have us, preliminary, these aren't final scores, have us at somewhere around 39%

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- on our seventh grade ELA iLearn scores. Now, if we're talking baseball, 39% is a really good batting

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- average. We're not talking baseball. Here's what I know. 15 students came within 10 points of the cut

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- score in ELA.

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- That cut score was around 490. When we do the math, that 10 points equals about one question. We had

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- 15 students within one question of app proficiency. That would have been a 7% swing. We know those students'

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- names. We know who they are. That number goes up even more when you look at the students who missed

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- two questions.

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- Originally looking at 39% makes my stomach churn. Knowing that we have 25 to 30 students within two

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- questions gives me hope, gives me a lot of promise. And I know who those kids are and they can do it.

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- I don't know why they didn't do it, but they can do it. That jumps us up to a 46%. I'm not exactly sure,

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- 100% sure what the state averages are.

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- but I know we're really darn close to them. And I know if we were at 46%, we'd probably be well above

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- them. The next one down, 88% in M class, 135 of our 154 students tested in sixth grade are decoding

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- words on level. 88%, that is a, that is huge kudos to Mr. Scholl and his team. Like those, they are

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- knocking it out of the park. That is beginning of the year level.

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- 19 of those students aren't decoding well, and we have a plan in place for them. What we're looking

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- at right now, and this is a huge growth area for the junior high, 58% of our students, 89 students struggle

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- with fluency. So think about reading any one of those lines above there backwards. All the words are

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- spelled backwards. And that's how our students are trying to read and put together those words.

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- and then answer a question about them. Pulling this back to our teams, our sixth grade team is now able

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- to go back and provide some help and some simple strategies to the entire sixth grade staff to say,

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- hey, when you read instructions, we want you to do a choral reading. We want you to read it, we want

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- them to read it, and then we want you all to read it together.

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- A simple tactic like that helps to improve reading fluency and will make a big difference, especially

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- when kids are doing it all day long. That's why it's important for us to have the time to dig through

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- these numbers and get to individual students and understand individually where we're at. Another goal

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- that we have is to increase our attendance rate by 2%, taking us from 94 to 96%. That sounds like a lot.

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- But when you break down the numbers off the chronic absentee list, that's two or three students. We

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- can get together again with our grade level teams and our department teams and find those students and

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- make a plan for them. Start reaching out, start building those connections, start connecting those students

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- with school. Coming back to our tracking sheet, when I look at this, I can do a lot of things here.

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- I look at that first class, the one that has several red in it.

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- And I know I'm going to have to figure out what I did from first period to sixth period, the one on

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- the far right. Demographics look fairly similar, but the grades look completely different. So as a teacher,

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- I can look at that with my grade level partner. I can also go back and vertically look with my department

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- team and say, hey, these individual kids struggled here. Where were they with you?

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- It helps us decide where the priorities are when it comes to our flex time. Maybe those kids that are

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- red are red everywhere, not just in this one class. Now as a grade level team, we need to decide who

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- gets that student first. Where does that priority need to lie? Again, without the time that you guys

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- have awarded us, we don't have time to make those decisions and do those things.

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- Wrapping up, I'm not saying all this, the last few slides were very negative. At least I felt that way.

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- But my number one thing is we absolutely value that time. And for those parents who feel that inconvenience

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- of it's an hour, I have to get to work, I have to do all that, this is time for us to look at each student

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- individually. It's really important to us. Without that uninterrupted time, I don't know how we manage

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- everything that I was just able to present there. Last thing, I just want to say, our teachers really,

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- really appreciate that time. And it's extremely useful. So again, year and a half ago, you guys made

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- a decision to help us out. We appreciate that. Thank you. Next time I'm up, Edge Media will be here,

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- and we're going to talk about pathways a little bit too. So if you guys have any questions, feel free

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- to shoot them at me.

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- Any questions? I appreciate the data and the sharing, the nuts and bolts of how the Wednesday mornings

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- are operating. And take care on the right track. Thank you. You are bringing in the instructional aides

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- as well. The instructional aides, they're part of the teams also, correct? Instructional aides are,

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- and they get filled in later on, but this time,

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- because of how we have to kind of work hourly employees, we try to keep that time to just our certified

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- staff, and then our IAs, we- They come in after that? They come in after that, that way we can use them

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- to work specifically with students. Okay, but your findings are shared with them when they come back?

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- Yes. Okay, and out of that red, is there a way

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- indicate whether those are some inclusion students or not? Yes. So on that list. You have a way to track

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- that. Well, and that's the thing. And I didn't go much into it. There's a couple lines right there in

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- the middle. If you notice that second green column is pretty narrow. The first and the third one, there

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- are some acronyms in there. We have WIN and IEP. So that designates the students who are already receiving some help

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- alongside. Thank you. Yep. I think this is very, very helpful and illuminating. And I'm very impressed

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- at the amount of work that you fit into that hour on Wednesday. So I really appreciate the hard work

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- that you and the teachers put in and your staff.

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- Getting getting this much work in In that short period of time and it's it's one of those things even

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- you know with a half hour You sit down and you blink and you feel like it's over We blink twice in an

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- hour Good work. Thank you. Thank you Now we'll move on to our

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- consent agenda. We have approval of minutes from our August 18th regular board meeting. We have for

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- financial, we have our treasurer's report from August 2026.

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- And Mr. General, our claims, please. Thank you, Mr. President. We have gross wages, many payroll on

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- August 13th, 2026 for $373.75 for gross wages on August 14th, 2026, $720,037.12 for gross wages, many

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- payroll on eight 20, 2026, $487.50 for gross wages, many payroll again,

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- $786.48 for gross wages on 8-28-2026, $845,155.77 for gross wages mini payroll on August the 29th, 2026

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- is $157.25 for a total in that area of $1,566,992.87.

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- For vouchers, pre-claims and pre-pays, August 1, 26 to August 31, 26, $1,133,226.63. For claims and

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- regular vouchers, September 15th, 2026, $709,412.12. For total and adder, $1,842,638.75 for grand total.

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- $3,409,631.62. Thank you, sir. Thank you. Next, we have personnel, resignations, renewals, or resignations,

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- retirements, non-renewals, leaves, and terminations, C1 through 18, and appointments and transfers,

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- D1 through 45. There are some student

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- employment for educational purposes. But again, we do not list for privacy purposes. I'm happy to report

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- that there are two donations. One is for student supplies from CEMTRA. Greatly appreciate that. And

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- there's also a donation of $200 in books to the EPS library from Dr. Vivian Orenstein. I remember

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- in law school, if I remember right. So we have a motion on the consent agenda. I'll second. Moved and

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- seconded. Any discussion? All those in favor say aye. Aye. Opposed? Motion carries. Thank you so much.

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- Next, we have some informational items. Our first is a presentation of the Edgewood Student Services

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- and some updates, and we have Brittany Strong with us to go over that this evening.

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- Good afternoon, everybody. I'm Brittany Draw, and I am the person with the honor of leading our student

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- support team here at RBB. I am here with one of my colleagues and very best supporting people, Dr. Hanna

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- Kassab. And we, sorry, I should tell you what she does. She is a supervisor and grant coordinator on

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- the IU side of our mental health team.

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- So we work really closely together whenever we're doing projects, coming up with interventions, all

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- the things. So she was nice enough to join me today, definitely for moral support, but also to help

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- me click those slides. All right, so today I'm excited to walk through this presentation about transforming

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- student wellness through an NTSS structure.

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- For the next few minutes, we're going to look at how we move from a reactive support to a proactive

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- framework, one that ensures that every one of our students is getting the exact level of care

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- and intervention, that they need to be successful.

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- going to be looking at understanding MTSS, which is a multi-tiered system of support, to support our

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- students and also how we identify students and select different evidence-based interventions for them

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- while they are at school and in our care. So kind of to start off, we wanted to look at the Indiana

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- statistics. So we took a look at the Indiana Youth Risk Behavior Survey.

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- And through the students that were surveyed in the state of Indiana, 47% reported that they had persistent

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- sadness or hopelessness on a regular basis. This is really problematic because the other stat that is

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- also concerning is that one in four of our students in the state of Indiana have experienced suicidal

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- thoughts. Whenever we look at these kind of statistics, we have to look at this and realize that

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- that this is an epidemic that we need a response to. And we can start gathering some baseline data through

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- different observation in order to get the ball rolling here in RBB. And that's exactly what we've been

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- doing and what we've been working towards for years with your support. We can do that through a universal

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- screener. So here at RBB, we utilize the student wellness teacher rating scale.

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- This is not a diagnostic tool by any means. What this tool is is gives us a starting point of how our

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- students are doing in the classroom. So whenever we have earlier identification it also means that we

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- are able to have the opportunity to provide earlier support. So this data includes teacher insights

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- which means that our students outcomes are stronger because our teachers know our students really well.

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- And so when they're sitting in the classroom and we're asking them to complete a 10-question survey

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- on how students are performing in their classroom, they're the first ones that can tell when a student

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- is off. So the questions that they answer are like, does the student engage with others in your classroom?

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- engage in the material. So we're looking at some very simple basic questions, but questions that can

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- help us to figure out where a student lies and their level of support. Again, this is just one data

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- point. This isn't a solve all by any means, but it is a really great place to jump off. So through,

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- we're looking at data from the spring of 2026. And using that sweater's data, we were able to note that

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- 181 students in the elementary school were

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- were noted as high risk or a potential for high risk. And we had 74 in the secondary schools. Whenever

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- you get this kind of information, you can go to the next slide. Yeah, it can kind of feel like a chaotic

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- closet, like truly. You elicit this information, it comes in and it becomes really overwhelming because

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- oftentimes we have to ask ourselves

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- OK, now that we know that there's a potential here, what do we do with that? So what we want to do is

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- to take the system that we have and that we've been getting in place and continue building it into that

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- multi-tier system of support. It will take like the disorganized closet and make it into a really nice,

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- pretty organized place where we can quickly find the resources that we need.

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- MTSS allows us to connect what we're already doing into a sustainable framework. And that means that

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- we have the observational data as a baseline. Then we can then funnel those who are identified through

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- this through a different measure to help determine their level of need. Stay right where you're at.

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- For this to work, we have to know the story of the data and what it tells us, and we need clear communication

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- and coordination, and all of that must be supported by a strong leadership, which we have had time and

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- time again here at RBB through our administration, through our school board, which makes the work that

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- Student Services provides on a daily basis in our buildings possible. We have to be able to have a commitment to

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- acknowledging, noticing, and supporting behavioral health to allocate the appropriate staff to respond,

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- and then also maintain funding to keep everybody on our team and providing the level of care that our

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- district proves a need for. Again, the really great news here is that RBV is full of leaders who support

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- this work, and we're able to continue to do the work day in and day out with your support and able to

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- share some of these

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- Statistics with you that I'm going to share with you today Whenever Jen had asked for me to present

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- at the board meeting I was trying to wrap my head around where is a starting point because I also know

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- that upon my hire Brad Tucker came up and he asked me a question about like the roles and the

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- responsibilities of Student Services and just kind of wanted to know some clarity around that

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- And I felt like that was a really big maybe missing piece that we had was being able to be visible and

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- known throughout our community for what we do here. And I think that that question from a board member

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- helped me to see that there is a gap in you know kind of showcasing in a sense who we are and what we

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- provide. So then I thought it would be a perfect time to be able to come to you to talk about our MTSS

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- model because

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- You guys are used to this, or most of you are used to this, seeing it in the classroom, because this

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- is what we do all the time for academics. Like Mr. Richler was talking about for math or ELA when there

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- are deficits and things of that nature, we have tiered responses that we're already doing. Now having

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- the opportunity to expand our student services team as we have been able to over the last few years

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- allows us to align ourselves with that same model and mission.

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- So here's the basic multi-tiered system of support. And much like a classroom, we use this framework

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- at the tier one. Tier one involves every person. This is universal. This is part of our social emotional

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- learning curriculum. This is part of our wellness initiatives. And then whenever we realize that number

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- one maybe isn't cutting it with a certain population of students, we go up to tier two where we are

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- able to provide

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- targeted interventions to a group of students. So this might look like small groups. This might look

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- like some short-term solution-focused counseling. And again, if we are doing these things with these

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- students and start to realize that we are still missing something with our students, that it's still

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- not getting the momentum that we were hoping for, then we're able to look at that tier three more intensive support.

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- Again, without this type of model, things kind of feel a little chaotic and crazy, but being able to

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- follow this model allows us to take the personnel, I'll have you go to the next one, that we have in

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- place and fit us right into that tier. Just like we have math, science, social studies, and how they

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- respond to the data that they collect in the classroom, we now are also able to do the same thing. So

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- you'll see up here,

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- where we start to differ in the student services arena, so to speak. So when you're looking at that

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- tier one and the counselors and teachers, we're really doing those things every day to reach every student.

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- Then you're gonna notice that whenever we are at our capacity in that space, so as teachers or as school

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- counselors, then we will refer to a next tier. So for us here at RBB,

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- That looks like counselors may be leading some of those interventions, but we also tag in our school

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- psychologists in training, which are the people that we have on our team through one of the grants that

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- we have established. They are an integral part of our team. They host our groups. They support our teachers.

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- And are able to bring a different set of eyes and ears to the interventions that we have because again

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- counselors and social workers even though we have a common ground with Mental health focus. We also

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- have a different lens in which we see things The same holds true whenever we move up to the tier three

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- That's where you're gonna see when we talk about our social workers in our buildings. This is where

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- they're functioning They are functioning with that top high need high risk five percent of our population

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- So we have our social workers. I put our school psychologists in there as well because as part of our

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- special education team we have school psychologists that are involved in those evaluations and such.

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- You can consider them a tier three in that like academic world. So I did want to include them because

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- they're also pivotal part of what we do each day. And then also I added up their center stone because

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- center stone as you may already know works in our building.

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- as well, and we utilize them as if they're a part of our teams, just like we do with IU and our RBB

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- staff. So really, what we want to showcase right now is just that intention of being more visible as

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- a cohesive team and working alongside each other. I won't spend a ton of time on this for the sake of

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- time, but this I just tried to show you in another way to show the differences between those

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- roles and responsibilities. So when you think of counselors and you think of that universal support,

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- you're thinking of development of your programming, your prevention, your intervention. You're looking

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- at academics, college and careers, and social emotional. When you're looking at school sites, you're

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- looking at that intervention, but also with the consultation and with the behavior data that they collect

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- and bring to the table. That isn't always a strong point of a school counselor.

374
00:43:45,858 --> 00:43:51,593
- And then whenever we're looking at our social workers, we're really digging into those barriers and

375
00:43:51,593 --> 00:43:57,442
- we're digging into family systems and bridging that gap between home and school. They bring a certain

376
00:43:57,442 --> 00:44:03,348
- set of skills and knowledge base that the other two people or persons in these categories don't bring.

377
00:44:03,348 --> 00:44:09,312
- When we bring these three people together, we're actually able to serve a whole student through various

378
00:44:09,312 --> 00:44:11,262
- lens and that in and of itself is

379
00:44:13,538 --> 00:44:21,283
- a true gift when you have that many people to be able to look at a student and then you're able to respond

380
00:44:21,283 --> 00:44:29,245
- to their need in a very well intended way. That is a gift that we have here at RBB because of the programming

381
00:44:29,245 --> 00:44:36,483
- that we have in place. Now I'm not going to like go through every single one of our providers but I

382
00:44:36,483 --> 00:44:38,654
- did want to showcase just the

383
00:44:38,978 --> 00:44:45,605
- the level of talent and commitment that we have in our RBB community with our team members. So I've

384
00:44:45,605 --> 00:44:52,232
- broken this up. Our RBB elementary team, you can see up here just how many people that encompasses,

385
00:44:52,232 --> 00:44:58,860
- what their roles are. And I just, for giggles, I added what tiers they're most likely to support so

386
00:44:58,860 --> 00:45:05,553
- you can see the differences and how it relates to our conversation today. Next, I have our secondary

387
00:45:05,553 --> 00:45:08,734
- team. A little bit smaller, but just as mighty.

388
00:45:09,506 --> 00:45:17,939
- Next, we have our IU school site. So these are master and doctoral level students that work in our buildings

389
00:45:17,939 --> 00:45:26,063
- each day. They're working alongside us. They are providing fresh eyes, new perspectives. We are learning

390
00:45:26,063 --> 00:45:34,265
- from these students just as they are learning from us. So this partnership with IU has been and continues

391
00:45:34,265 --> 00:45:39,294
- to be a really big important role for all of us in continuing to

392
00:45:39,618 --> 00:45:47,473
- to advance and meet the students' needs in a, what do I want to say, up to date in a, like, we're constantly

393
00:45:47,473 --> 00:45:54,895
- getting the new information that's coming because of this partnership. We're not going to be complicit

394
00:45:54,895 --> 00:46:02,245
- and compliant in our, like, old ways because we have those voices at the table all the time and it is

395
00:46:02,245 --> 00:46:03,614
- so valuable to us.

396
00:46:08,706 --> 00:46:14,693
- And then I did go ahead and add our Centerstone team up here as well, because like I said, even though

397
00:46:14,693 --> 00:46:20,681
- they are not RBB officially, they're very much a part of our team and who we are. These are the people

398
00:46:20,681 --> 00:46:26,494
- that work in our buildings. Again, they sit at the table alongside us, they problem solve, they ask

399
00:46:26,494 --> 00:46:32,307
- the card questions, they bring in the families just like we do. We collaborate with these people on

400
00:46:32,307 --> 00:46:36,318
- a regular basis to make sure that continuation of care is happening.

401
00:46:36,482 --> 00:46:41,266
- And what we're trying to be even more intentional about now more than ever has been that duplication

402
00:46:41,266 --> 00:46:46,051
- of services because whenever we pay attention to the duplication of services, we're actually able to

403
00:46:46,051 --> 00:46:51,072
- better maximize the number of students that we're serving because we're not spending all of our resources

404
00:46:51,072 --> 00:46:53,630
- kind of like too many irons on the fire, so to speak.

405
00:46:57,026 --> 00:47:03,283
- As we get ready to wrap up, I thought it would be really good to just share just a little snippet of

406
00:47:03,283 --> 00:47:09,663
- the data. We can go really far into the data to show you, to really showcase what these amazing people

407
00:47:09,663 --> 00:47:15,858
- do. But for the sake of time, we're gonna look at the primary and the intermediate school to get an

408
00:47:15,858 --> 00:47:22,300
- elementary lens. We're looking at the spring of 2026, so that same data that you saw with the sweaters,

409
00:47:22,300 --> 00:47:25,150
- universal screener. In that 15 weeks of time,

410
00:47:25,602 --> 00:47:33,346
- our providers, so those four providers, had 1,200 student interactions. I say that because that is just

411
00:47:33,346 --> 00:47:41,016
- the documented interactions. Those are not all of your touch points that these people are getting with

412
00:47:41,016 --> 00:47:48,611
- other students throughout the day. This is not accounting for lunch and arrival and just being in the

413
00:47:48,611 --> 00:47:54,494
- hallway and stopping into music. Of those provider interactions, 45 and a half

414
00:47:55,330 --> 00:48:01,773
- of those interactions were directly from internalizing behavior. So these are situations where students

415
00:48:01,773 --> 00:48:08,277
- themselves may have a feeling and they're seeking out the counselor, but this is also where our teachers

416
00:48:08,277 --> 00:48:14,906
- are reaching out for help and for support and our providers are responding and they're making a difference

417
00:48:14,906 --> 00:48:21,101
- in our classroom by supporting our teachers and our students. I thought it was notable to also look

418
00:48:21,101 --> 00:48:24,446
- at how much task avoidance that we see in elementary.

419
00:48:24,642 --> 00:48:31,309
- counted to 15.7% of all of those interactions. What a great opportunity for skill building and working

420
00:48:31,309 --> 00:48:38,300
- with these students on how you do school, you know, how we interact with our friends, how we self-regulate.

421
00:48:38,300 --> 00:48:44,773
- The other important thing to note is that so many of these interactions were documented and able to

422
00:48:44,773 --> 00:48:47,038
- be resolved in 15 minutes or less.

423
00:48:47,394 --> 00:48:53,487
- The reason why that is important is because if you have a solid Tier 1 foundation, then your Tier 2

424
00:48:53,487 --> 00:48:59,703
- and Tier 3 are much smaller. And I took the graph out and now I wish that I wouldn't have. But we had

425
00:48:59,703 --> 00:49:06,040
- a graph up there that showed you how big our Tier 1 was and how much smaller our Tier 2 and Tier 3 was.

426
00:49:06,040 --> 00:49:10,366
- And it just again shows that what we are doing here in RVB is working.

427
00:49:15,458 --> 00:49:22,708
- I also added up here for the junior high, just so that you could see, students themselves refer to us.

428
00:49:22,708 --> 00:49:29,818
- So I wanted to give you a view of what it looks like when our students have the autonomy to speak up

429
00:49:29,818 --> 00:49:37,208
- and advocate for themselves. So in that same 15-week timeframe, we had 368 students who signed up online

430
00:49:37,208 --> 00:49:43,262
- by themselves to ask to speak to one of us. So over that time, a quarter of those are

431
00:49:43,554 --> 00:49:49,072
- signing up to see us for personal life things. This is things at home. These are friends things. They're

432
00:49:49,072 --> 00:49:54,432
- seeking out that support to help them feel better so they can get to their learning in the classroom.

433
00:49:54,432 --> 00:49:59,739
- Another like kind of thing that stood out to me is one in about every four of those entries involved

434
00:49:59,739 --> 00:50:05,047
- a safety risk. So these are students who are proactively seeking support for how they are feeling or

435
00:50:05,047 --> 00:50:09,566
- how a friend of theirs is feeling. This allows us to provide that early intervention.

436
00:50:13,986 --> 00:50:20,036
- Basically, and I'm wrapping it up, basically all of this, and you can go to the next one, shows us that

437
00:50:20,036 --> 00:50:26,319
- when we have this MTSS system working for our student support teams, we are able to reduce our disciplinary

438
00:50:26,319 --> 00:50:32,311
- referrals, and the data will show that we're able to increase our academic engagement by our students,

439
00:50:32,311 --> 00:50:38,186
- and that includes our at-risk students who sometimes have a really hard time engaging. It also helps

440
00:50:38,186 --> 00:50:43,422
- our students themselves improve their regulation and coping skills through all the tiers.

441
00:50:44,354 --> 00:50:51,030
- And it also has been reported on numerous studies and personally that whenever these things happen and

442
00:50:51,030 --> 00:50:57,771
- they work as they should, teachers are reporting lower incidences of just overwhelm and burnout because

443
00:50:57,771 --> 00:51:04,253
- they have more confidence in the classroom because students can regulate themselves giving them the

444
00:51:04,253 --> 00:51:06,846
- time to put their energy into teaching.

445
00:51:10,114 --> 00:51:16,989
- So moving forward, our team is going to continue to build and redefine this cohesive model across our

446
00:51:16,989 --> 00:51:24,402
- district. We're continuously defining our supports, our roles, and our responsibilities. So we are maximizing

447
00:51:24,402 --> 00:51:31,142
- those targeted high impact student interactions. We really have to focus and will continue to focus

448
00:51:31,142 --> 00:51:37,949
- on sustainability as our top priority. Our schools rely on these dedicated providers to maintain our

449
00:51:37,949 --> 00:51:39,230
- positive outcomes.

450
00:51:39,330 --> 00:51:47,127
- And we want to be able to keep this momentum going year after year after year. And it takes us sustainability

451
00:51:47,127 --> 00:51:54,498
- to do that. While we could continue talking about all the great things here at RBB, I realize that time

452
00:51:54,498 --> 00:52:01,657
- is of the essence. So we're going to save the rest of this presentation and hopefully present to you

453
00:52:01,657 --> 00:52:08,958
- again here soon to be able to go over grants and go over initiatives and really dig into that as well.

454
00:52:09,058 --> 00:52:14,660
- because we're making a lot of really great progress at RBV. And we can do it without you. So thank you.

455
00:52:14,660 --> 00:52:20,209
- Any questions for me? So the last thing on the screen says come see us at the showcase. Yeah, come see

456
00:52:20,209 --> 00:52:25,811
- us at the showcase. Where are you going to be? We are going to be in the wellness hallway at the junior

457
00:52:25,811 --> 00:52:31,360
- high. And I added the shirt that we designed and we will all be wearing. We are very excited about our

458
00:52:31,360 --> 00:52:35,454
- team shirts. This is the first time that we have done this. We are excited.

459
00:52:38,370 --> 00:52:46,068
- caring, daring, preparing. We all know caring, daring, preparing, but what I love is that they took

460
00:52:46,068 --> 00:52:54,228
- that. Yeah, so we took it just in order to make it, you know, kind of, you know, feeling like counselors.

461
00:52:54,228 --> 00:53:01,925
- Caring through connection, daring through advocacy, and preparing for lifelong success. So, that is

462
00:53:01,925 --> 00:53:07,006
- our presentation. Can you go back to that first triangle of life?

463
00:53:07,426 --> 00:53:15,550
- The first triangle. The three tiers. MTSS. Right, so. You went with the actual intervention. This is

464
00:53:15,550 --> 00:53:23,593
- the time to change your PowerPoint, but I just, I'm thinking it through the math on this. So if you

465
00:53:23,593 --> 00:53:31,636
- got 2,700 kids, tier two is 270 kids up to three, three and a quarter. Tier three is about 27 to 80

466
00:53:31,636 --> 00:53:33,566
- kids, correct? I'm not.

467
00:53:33,698 --> 00:53:40,775
- I told Jen earlier, I'm a feelings, not a number of person. But I'll go with that. Well, I understand.

468
00:53:40,775 --> 00:53:47,921
- But I want people in the community to understand the number of people that we have in all these support

469
00:53:47,921 --> 00:53:54,791
- roles is on top of the classroom teachers and the instructional aides and so forth. Our legislators

470
00:53:54,791 --> 00:53:59,326
- need to understand that too. And you use the word sustainability.

471
00:54:00,450 --> 00:54:06,787
- That's the grants that the corporation has been blessed with from the work of everyone here. If we don't

472
00:54:06,787 --> 00:54:12,943
- have those grants, we can't do this. And I worry about that for the future and the sustainability. So

473
00:54:12,943 --> 00:54:19,281
- I appreciate the partnership with IU. Keep up with us with grants. And I will encourage you to hopefully

474
00:54:19,281 --> 00:54:22,238
- you're sharing this with each individual school.

475
00:54:23,010 --> 00:54:28,423
- Well, this is the first of those. They need to see this. But we will. They don't see the big. Our plan

476
00:54:28,423 --> 00:54:33,732
- for this year is to really dig into our outcome data and show all the cool things that have come out

477
00:54:33,732 --> 00:54:39,356
- of the work we're doing. It's a big picture of what goes on. And this hasn't even got it in the preschool.

478
00:54:39,356 --> 00:54:44,769
- And you take. Yeah, this is kind of our first year at the preschool. Right. You take tier one, and you

479
00:54:44,769 --> 00:54:47,870
- mention counselors and teachers. Well, I want to throw in.

480
00:54:47,970 --> 00:54:54,574
- You got your SROs, you got your custodians, you got your bus drivers, you got your structural aids.

481
00:54:54,574 --> 00:55:01,441
- Everybody has, the village helps with this school. And this is some great things to show the community,

482
00:55:01,441 --> 00:55:08,177
- but they don't know about this. And it's probably too quick to do it before the showcase, but it'd be

483
00:55:08,177 --> 00:55:14,781
- cool to have this to share with people what goes on. And I've learned tremendous amount today about

484
00:55:14,781 --> 00:55:16,894
- the number of staffing we have.

485
00:55:17,506 --> 00:55:23,402
- Even those IU students that are coming here, they're not on the payroll, correct? Correct, no. But we're

486
00:55:23,402 --> 00:55:29,074
- using their skills to help us, and that partnership is tremendous. Yes, and that's why it's, I mean,

487
00:55:29,074 --> 00:55:34,801
- again, I can't reiterate enough how much we learn from the students themselves. They bring so much to

488
00:55:34,801 --> 00:55:40,473
- the table, fresh eyes. Right. It really is a really great partnership, and one of the things that we

489
00:55:40,473 --> 00:55:42,270
- had our very first all-district

490
00:55:42,658 --> 00:55:48,078
- student support team meeting today and we talked a lot about visibility in one of our goals and so we're

491
00:55:48,078 --> 00:55:53,498
- going to be doing more things about being out because we acknowledge that you know we do all these great

492
00:55:53,498 --> 00:55:55,614
- things and nobody knows that we're here.

493
00:55:55,970 --> 00:56:01,338
- So you'll notice if you get the emails starting in August, counselors at every building put in like

494
00:56:01,338 --> 00:56:06,867
- a counselor corner so that we're trying to showcase who we are. We're giving tips and tricks for those

495
00:56:06,867 --> 00:56:12,397
- people at home that they can use that coincide with some of the strategies that we use here at school.

496
00:56:12,397 --> 00:56:17,979
- So then we can again bridge that gap between home and school and provide consistency. We know that kids

497
00:56:17,979 --> 00:56:23,187
- need consistency. And the more that we provide that for them here at school, the more successes,

498
00:56:23,187 --> 00:56:24,958
- opportunities we're giving them.

499
00:56:25,602 --> 00:56:31,718
- And we haven't even thrown in the occupational therapist, the speech therapist. We've got so many different

500
00:56:31,718 --> 00:56:37,381
- of these resources going on. And the last vision, I'll be quiet, is I love the two closets, because

501
00:56:37,381 --> 00:56:43,326
- the one on the left, that's how my brain has worked the last couple years. I have no clue who does what,

502
00:56:43,326 --> 00:56:49,046
- because we've got great grants coming in, but nothing's organized. So I pray that we're going to get

503
00:56:49,046 --> 00:56:52,670
- to the closet on the right at some point and keep getting that.

504
00:56:52,898 --> 00:56:58,692
- where everybody knows where everybody goes. Absolutely. I think that the benefit of you guys being open

505
00:56:58,692 --> 00:57:04,542
- to a position such as mine is what is allowing the time and the space for us to do this. The great thing

506
00:57:04,542 --> 00:57:10,280
- about this is this braiding initiative isn't a new term whenever it comes to MTSS. The beautiful thing

507
00:57:10,280 --> 00:57:16,019
- about having a position such as mine, which I love, by the way, every day, I love, we are able to just

508
00:57:16,019 --> 00:57:20,030
- take the things that we're already doing really well and organize them.

509
00:57:20,290 --> 00:57:25,857
- You know, so we're not duplicating things. We're not finding like, oh, you're using this resource. You're

510
00:57:25,857 --> 00:57:31,528
- using that one. If we do this one, which we're going to talk about a little bit later in the board meeting,

511
00:57:31,528 --> 00:57:36,833
- if we all use this one, we can have a common language in that continuation of K or pre-K all the way

512
00:57:36,833 --> 00:57:42,137
- to 12. And that's what our students mean. OK. And Mr. Tucker, your comment about all of these people

513
00:57:42,137 --> 00:57:47,651
- pushing together to support these kiddos and their needs, I think it goes back to Mr. O'Neill's question

514
00:57:47,651 --> 00:57:50,014
- about how much money is spent on special ed.

515
00:57:50,178 --> 00:57:57,320
- It's not black and white and that's the hard part because you can't just pull these little pieces out.

516
00:57:57,320 --> 00:58:04,392
- There's so much to it. So it's a great question. It's one of those that needs to sit down. Let's talk

517
00:58:04,392 --> 00:58:11,465
- through that and we can show you some of those pieces. But it really is that tier one is every single

518
00:58:11,465 --> 00:58:13,822
- person and it includes our board.

519
00:58:13,922 --> 00:58:20,828
- because we couldn't do what we do at tier one without the board recognizing the needs that we have and

520
00:58:20,828 --> 00:58:27,800
- putting those in place and approving not just funds for those, but approving positions and all of those

521
00:58:27,800 --> 00:58:34,706
- things. So that is work that we do starting at the board, like you said, all the way down to the first

522
00:58:34,706 --> 00:58:41,947
- person in the kid OC when they get on the bus in the morning, the bus driver. So it's huge. It's absolutely

523
00:58:41,947 --> 00:58:43,422
- huge what we do here.

524
00:58:43,650 --> 00:58:49,377
- back to Mr. O'Neill's question, spending per student, what, it's about $7,800 a student, we get reimbursed

525
00:58:49,377 --> 00:58:54,944
- from the state now? That's what we get reimbursed, yes. About $7,800 per student, but that doesn't even

526
00:58:54,944 --> 00:59:00,618
- come near enough to cover what goes on here. This is where those grants have helped out. Yeah. And again,

527
00:59:00,618 --> 00:59:06,239
- I thank you guys and the whole community for doing the grants. That's been awesome. Yeah. We're honored.

528
00:59:06,239 --> 00:59:11,966
- Thank you. Thank you. Thanks, ladies. I think one of the things in the outreach, too, letting people know,

529
00:59:12,194 --> 00:59:20,161
- If they have a concern, how they can reach out, where they can go. I'm so sorry. I didn't realize you

530
00:59:20,161 --> 00:59:28,206
- were talking to me. In your outreach to the community and parents and teachers and so on, letting them

531
00:59:28,206 --> 00:59:32,190
- know if they have a concern, where they should go.

532
00:59:32,290 --> 00:59:37,605
- who should they should go to with that concern, who should they bring it up to, where, you know, so

533
00:59:37,605 --> 00:59:43,239
- it's great to have these services that also you need to know where you can tap into them. Yes, and that's

534
00:59:43,239 --> 00:59:48,980
- actually one of the things that's also in the works. I've coordinated with Brittany Tucker for a counseling

535
00:59:48,980 --> 00:59:54,508
- part of our website so that families there will hopefully, it's going to take a while, but have an area

536
00:59:54,508 --> 00:59:58,494
- for families, for students, and for teachers to be able to have all of our

537
00:59:58,626 --> 01:00:06,207
- resources available, not just resources here at RVB, but also resources that we're aware of in the community,

538
01:00:06,207 --> 01:00:13,649
- that people that need some resources that may not feel comfortable reaching out, that they can go somewhere

539
01:00:13,649 --> 01:00:20,816
- from their kitchen table and seek some support. So yeah, that's in the works too. That's awesome. Thank

540
01:00:20,816 --> 01:00:28,190
- you so much. Thank you. Thank you. OK. The next item on the agenda number nine will be postponed till next

541
01:00:28,354 --> 01:00:39,029
- And so then we will look now to our storm damage report. Hey, okay. I was sorry about that. Okay, so

542
01:00:39,029 --> 01:00:49,705
- back up to number eight. We have a presentation of the outstanding design award. Dr. Sanders. Yes, I

543
01:00:49,705 --> 01:00:55,518
- like to introduce my good friend, Randy Taylor, who is

544
01:00:55,938 --> 01:01:06,263
- Currently with Lancer Associates. Now, Randy and I worked at Martinsville in central office for a dozen

545
01:01:06,263 --> 01:01:16,291
- years, I think. But Randy has been teacher, principal, assistant superintendent, and he retired from

546
01:01:16,291 --> 01:01:25,822
- being superintendent at Mooresville schools. And Randy is, like I said, a good friend, but also

547
01:01:25,954 --> 01:01:33,367
- has been a good mentor to me. I've learned a lot from him over the years. But Randy is here to present

548
01:01:33,367 --> 01:01:40,707
- an award to us. Well, I don't know if I can live up to what you just said. Now, I got to tell a story

549
01:01:40,707 --> 01:01:48,048
- before we get going for the presentation. In 1960 and 69, I was part of the boys basketball team. And

550
01:01:48,048 --> 01:01:52,222
- on that basketball team, we played a tour in high school.

551
01:01:52,450 --> 01:02:00,371
- And Edgewood had a player, Clarence Figg. And we were so good defensively, we held Clarence that night

552
01:02:00,371 --> 01:02:08,292
- to 42 points. It was quite a battle that night. So I just want to know, I still remember some of that.

553
01:02:08,292 --> 01:02:15,982
- 42 points. What school? Martinsville. Yeah, so it was quite a defensive battle that night. A lot of

554
01:02:15,982 --> 01:02:18,750
- points scored. As Dr. Sanders said,

555
01:02:18,946 --> 01:02:25,384
- teachers together in the same school system, we were principals at different buildings, and then we

556
01:02:25,384 --> 01:02:31,823
- went into central office. I learned more from him than he realizes, and what puts him at the top of

557
01:02:31,823 --> 01:02:38,326
- the level is he really does care, and I don't have to tell you that. I'm here because I now work for

558
01:02:38,326 --> 01:02:45,086
- Lancer Associates, which has just finished up, wrapped up a project for Edgewood Early Childhood Center.

559
01:02:45,890 --> 01:02:52,826
- I was talking to Mr. DeMoss earlier and he thought that possibly this is the third time you've been

560
01:02:52,826 --> 01:02:59,971
- recognized in schools and university publication for design and the facility is an excellent facility.

561
01:02:59,971 --> 01:03:07,115
- It means that the design has been recognized throughout the state of Indiana as well as your best bang

562
01:03:07,115 --> 01:03:14,814
- for your buck. So I'd like to present to the school system and Dr. Sanders a plaque to be placed for the early

563
01:03:38,306 --> 01:03:46,622
- compliments about our early childhood center, not only the facility, but more importantly, the staff

564
01:03:46,622 --> 01:03:55,102
- that worked there. And I always tell them they have the best job in the school corporation. Every time

565
01:03:55,102 --> 01:04:01,854
- I go down there. Now granted, I always head to my grandchildren's classrooms, but

566
01:04:02,114 --> 01:04:11,127
- they working with our preschoolers is just, I'm sure they have challenging days, but it looks like a

567
01:04:11,127 --> 01:04:20,229
- lot of fun too. But thank you, Randy. This is a great article, Randy on this. And I want to thank, if

568
01:04:20,229 --> 01:04:28,350
- I remember right, Dr. Sanders, the first picture was of that, of the trees painted on her.

569
01:04:28,834 --> 01:04:34,622
- That was Mr. Drew's, wasn't it? Yes. Yes. That was a local Edgewood graduate, all those trees,

570
01:04:34,622 --> 01:04:40,776
- that painting. Well, and his son. And his son, who was in high school. But the best view out of that

571
01:04:40,776 --> 01:04:46,990
- building is looking out in about three weeks, looking out over the hillside, those front windows with

572
01:04:46,990 --> 01:04:53,083
- the cafeterias. That beautiful view. And part of that hallway was painted in the dark because we're

573
01:04:53,083 --> 01:04:57,470
- trying to get the electricity going as the building was being finished.

574
01:04:58,306 --> 01:05:07,913
- They do an amazing job. Absolutely. Thank you so much for the design work. And it really came to fruition.

575
01:05:07,913 --> 01:05:17,431
- And we really appreciate that hard work. Awesome. Now we will skip number nine and go to the storm damage

576
01:05:17,431 --> 01:05:27,038
- report, Dr. Sanders. Yeah, I just wanted to give the board and the community an update on the storm damage

577
01:05:27,234 --> 01:05:35,333
- that occurred on our campus from the August 26th storm. I believe it was just mainly high winds,

578
01:05:35,333 --> 01:05:44,016
- but it sure, if you drove through our campus right after that storm, you would have seen a lot of trees

579
01:05:44,016 --> 01:05:52,867
- and tree branches down all over the campus. But we did have some damage. Now, it's not significant enough

580
01:05:52,867 --> 01:05:56,958
- that it's going to reach our $50,000 deductible.

581
01:05:57,058 --> 01:06:05,826
- but we are in the process of addressing these different issues and I just wanted to give you an update

582
01:06:05,826 --> 01:06:14,679
- on that. In the bus lot back here, we had a big tree branch that fell on a part of the fence and mainly

583
01:06:14,679 --> 01:06:23,192
- the top of a school bus and that damage will be fixed in-house. Our maintenance department will fix

584
01:06:23,192 --> 01:06:25,150
- the fence and also the

585
01:06:25,474 --> 01:06:34,940
- transportation department will fix the top of the bus, so we don't have to send anything out to be fixed

586
01:06:34,940 --> 01:06:44,135
- for that. It always makes me nervous when we have damage to the turf, but we had a batting cage that,

587
01:06:44,135 --> 01:06:54,142
- a portable batting cage that blew from the baseball complex over to the football complex, knocked out a fence,

588
01:06:54,562 --> 01:07:03,441
- put some gouges into the track and put a gouge into the turf. And then blew across the field to the

589
01:07:03,441 --> 01:07:12,408
- visitor's side and knocked out a fence on that side. Now, you can imagine how the batting cage looks

590
01:07:12,408 --> 01:07:21,465
- today. That will have to be replaced. The turf has already been, we did a temporary fix. We contacted

591
01:07:21,465 --> 01:07:22,974
- the company that

592
01:07:23,138 --> 01:07:31,113
- that installed the turf, they gave us directions on how to do a temporary fix, and then they sent down

593
01:07:31,113 --> 01:07:39,475
- a team who did the permanent fix. So the turf is all in good shape now. We're in the process of contacting,

594
01:07:39,475 --> 01:07:47,451
- working with a company to come fix the gouges in the track, and that has to be done before winter, and

595
01:07:47,451 --> 01:07:50,238
- so we will certainly get that done.

596
01:07:50,434 --> 01:08:01,799
- The wind screens that we had on the back of the visitor bleachers, those were torn and will have to

597
01:08:01,799 --> 01:08:13,278
- be replaced. So we're in the process of getting a new design and getting a quote from the company to

598
01:08:13,278 --> 01:08:19,870
- fix the wind screens. The pole vault pit is also going to

599
01:08:20,002 --> 01:08:28,914
- have to be replaced. Quite honestly, that's the most expensive piece that we're probably gonna have

600
01:08:28,914 --> 01:08:37,916
- to fix. We are gonna look and see if we can repair it first. But if we have to replace it, it's over

601
01:08:37,916 --> 01:08:47,274
- $20,000. So that's pretty, we're gonna try to repair it. The batting cage I mentioned to you, the fences

602
01:08:47,274 --> 01:08:49,502
- at the football complex,

603
01:08:49,698 --> 01:09:00,984
- We're getting some numbers on those. And then the cross-country course had some damage also with fallen

604
01:09:00,984 --> 01:09:12,488
- trees and also an area that was washed out and they had to put some more gravel down. One of the teachers

605
01:09:12,488 --> 01:09:18,782
- who takes her students out into the course there for some

606
01:09:18,978 --> 01:09:28,565
- classes, there's a little path that had some trees knocked down. She asked if we could repair that,

607
01:09:28,565 --> 01:09:38,344
- and that's being done. If you look at the campus now, you'll see a lot of the tree branches that were

608
01:09:38,344 --> 01:09:46,110
- pretty much done with picking up those branches, cutting down the damaged trees.

609
01:09:47,138 --> 01:09:57,454
- We're looking pretty good. We're catching up on it. There's one big tree that fell over by the tennis

610
01:09:57,454 --> 01:10:08,276
- court that's being cut up now. So we're gaining on it. And we reported all this to our liability insurance

611
01:10:08,276 --> 01:10:14,142
- company. But if you have any questions, just let me know.

612
01:10:14,850 --> 01:10:23,103
- Yeah, I'm gonna talk about that in my report. Okay, all right. All right, moving on to our action items

613
01:10:23,103 --> 01:10:31,355
- for this evening. The first is consideration to approve the contract with Susie's place for body safety

614
01:10:31,355 --> 01:10:38,814
- training. Brittany Straw will be back up for it. I won't take as much as your time this time.

615
01:10:40,386 --> 01:10:49,726
- All right, the state of Indiana requires that we provide age-appropriate research-based instruction

616
01:10:49,726 --> 01:10:59,906
- on abuse prevention, mental health, wellness, and bullying prevention. We are requesting $5,250 to implement

617
01:10:59,906 --> 01:11:10,366
- the Child and Teen Safety Program through the Morgan Burr Foundation. That is in partnership with Suzy's Place.

618
01:11:10,914 --> 01:11:17,758
- The reason that we really like this curriculum is because that they have now added a new chapter,

619
01:11:17,758 --> 01:11:24,741
- so to speak, to their curriculum that includes pre-K. So we truly will be able to be aligned in our

620
01:11:24,741 --> 01:11:30,398
- programming from our smallest students all the way up to our graduating seniors.

621
01:11:30,498 --> 01:11:37,074
- I probably don't have to tell this to you, but that is important because whenever we have the common

622
01:11:37,074 --> 01:11:43,585
- language that we are using with our students, especially whenever they're growing up using the same

623
01:11:43,585 --> 01:11:50,357
- language, it removes that area of misinterpretation, confusion whenever students are talking about some

624
01:11:50,357 --> 01:11:56,868
- of the needs that they have. So we wanted to bring that to you to see if this is something that you

625
01:11:56,868 --> 01:12:00,254
- would like to consider or if you had questions for.

626
01:12:02,018 --> 01:12:11,146
- Motion? I move approval to put a contract with Suzy's police on body safety training. I second it.

627
01:12:11,146 --> 01:12:20,643
- Second it. Any questions? Now this does cover them to work with our students pre-k through 12th grade?

628
01:12:20,643 --> 01:12:27,742
- Yes it does. This also, this quote also includes for us to be able to have a

629
01:12:28,930 --> 01:12:35,965
- practitioner or trainer of the body safety lessons, one person in each of our buildings for

630
01:12:35,965 --> 01:12:43,765
- the sustainability of this program so we can start doing the training in-house each year because this

631
01:12:43,765 --> 01:12:51,488
- contract will go until May of 2027 and then we'll be looking at a renewal, but instead of doing some

632
01:12:51,488 --> 01:12:56,382
- offsite training, we're able to provide that training in-house.

633
01:12:56,514 --> 01:13:06,819
- Everybody know my daughter worked for Susie Place. There's no pecuniary interest in the contract, and

634
01:13:06,819 --> 01:13:16,923
- she is not part of my household, but my daughter does work there. I know that this type of training

635
01:13:16,923 --> 01:13:24,702
- is very highly specialized, and I would want to make sure that if we were to

636
01:13:25,314 --> 01:13:35,032
- do it on our own in the future that we are very well trained because the training that goes place for

637
01:13:35,032 --> 01:13:44,750
- those at Susie's place that does this type of training is so much far beyond anything that they could

638
01:13:44,750 --> 01:13:55,230
- teach us to do in a short period of time. So I would like to think in the future that using them to help with

639
01:13:55,490 --> 01:14:02,370
- continue with the training might be considered. Yeah, they provide a lot of resources and a lot of support.

640
01:14:02,370 --> 01:14:08,867
- Last year we asked them if they had interest. Actually, no, they came to us. They were doing a parent

641
01:14:08,867 --> 01:14:15,365
- workshop on cell phone safety and we accepted their offer to present here at RBB. So that is actually

642
01:14:15,365 --> 01:14:21,926
- a part of our contract with them as they will continue to do some of those outreaches in the community

643
01:14:21,926 --> 01:14:23,582
- as we would like them to.

644
01:14:23,810 --> 01:14:29,707
- So we'll be able to have resources such as that. They share parent communication, toolkits for like

645
01:14:29,707 --> 01:14:35,663
- parents for conversations at home. And as you know, when you're having these conversations that deal

646
01:14:35,663 --> 01:14:41,619
- with very sensitive topics, you know, being able to guide those discussions is really important. And

647
01:14:41,619 --> 01:14:47,694
- even the DOE has Susie's Place and Morgan Burr Foundation as one of the most recommended. So we wanted

648
01:14:47,694 --> 01:14:50,878
- to go with that, knowing that we can stand behind it.

649
01:14:52,578 --> 01:15:00,827
- get in disclosure my daughter does work there but I didn't she does not have a pecuniary interest in

650
01:15:00,827 --> 01:15:09,158
- any contracts and she does you know and again does not live in my household so okay thank you is that

651
01:15:09,158 --> 01:15:17,571
- sufficient okay all right any other questions okay we have a motion in a second all those in favor say

652
01:15:17,571 --> 01:15:18,878
- aye aye opposed

653
01:15:19,266 --> 01:15:28,434
- Motion carries. Next, we have consideration to approve the 2026-2028 Title III Consortium Participation

654
01:15:28,434 --> 01:15:37,337
- Agreement. And for that we have Jennifer Barrett. Yes, I am asking you to approve the agreement with

655
01:15:37,337 --> 01:15:40,158
- Wabash Valley Education Center.

656
01:15:40,290 --> 01:15:49,789
- This is our chosen education center for the Title III consortium. Basically what happens is with Title

657
01:15:49,789 --> 01:15:59,658
- III across the state of Indiana, every student who is receiving English language learner services receives

658
01:15:59,658 --> 01:16:06,206
- slightly over $100 from the state to provide services to that student.

659
01:16:06,338 --> 01:16:14,932
- For example, if we have a student who moves in, like we were just talking about today with Dr. Fishman,

660
01:16:14,932 --> 01:16:23,525
- who only speaks French, we receive $104 for that student from the state and from the federal government

661
01:16:23,525 --> 01:16:32,367
- to provide services to that student so that she, or he, can be successful in an English speaking classroom

662
01:16:32,367 --> 01:16:34,846
- here in Ellitsville, Indiana,

663
01:16:35,010 --> 01:16:42,082
- anywhere else in the United States. So because we only received $2,884 in Title III funds, we actually

664
01:16:42,082 --> 01:16:49,016
- don't qualify to keep all of those funds here in-house. You have to have over $10,000 in order to do

665
01:16:49,016 --> 01:16:56,568
- that. So we put our money, along with every other district in the state that is under that $10,000 threshold,

666
01:16:56,568 --> 01:17:03,640
- into a consortium. What is great about this is that it allows us to do things that we wouldn't be able

667
01:17:03,640 --> 01:17:04,670
- to do with the

668
01:17:04,930 --> 01:17:13,890
- $884 ourselves. We are able to receive professional development at a discounted rate. We are able to

669
01:17:13,890 --> 01:17:22,762
- put our funds together to receive discounts on products that we would use for EL learners. And so I

670
01:17:22,762 --> 01:17:27,198
- keep seeing that $104 because it's disappointing.

671
01:17:27,554 --> 01:17:33,783
- It's nowhere close to what those students deserve and what our district needs in order to educate them.

672
01:17:33,783 --> 01:17:40,071
- But just like every other student in the district, we're going to make sure that we have what they need.

673
01:17:40,071 --> 01:17:46,180
- We're going to make sure that we do the absolute best by these kiddos. We just hired a new EL teacher

674
01:17:46,180 --> 01:17:52,229
- in our district who is phenomenal, comes with 20 plus years of experience. And sitting down with him

675
01:17:52,229 --> 01:17:56,062
- this week, just my heart swelled because I know that these kids

676
01:17:56,162 --> 01:18:03,249
- and the teachers who are struggling to teach them are going to be in good hands. So I'm asking you to

677
01:18:03,249 --> 01:18:10,336
- approve this contract. I wish I was asking you to approve a lot more money, but this is the best that

678
01:18:10,336 --> 01:18:17,354
- we can do with what we have. I'll move approval of the Title III Consortium Participation Agreement.

679
01:18:17,354 --> 01:18:24,510
- I'll second. Move seconded. Any discussion? Ms. Barrett, how many students where our EL teachers serve

680
01:18:25,090 --> 01:18:33,992
- That's a really good question, Mr. Tucker. It's a K-12, right? Yeah, it's K-12. We are nearing 40 students.

681
01:18:33,992 --> 01:18:42,400
- And I say that because I can't give you an exact number. The reason I can't give you an exact number,

682
01:18:42,400 --> 01:18:50,725
- and to be honest, it breaks my heart, families don't want to report if another language is spoken in

683
01:18:50,725 --> 01:18:54,846
- the home because of fear of what might happen if,

684
01:18:55,298 --> 01:19:02,234
- it is found that there is another language spoken in the home and then people start to question potentially

685
01:19:02,234 --> 01:19:08,784
- their visa status and things like that. It is really difficult sometimes to get that information from

686
01:19:08,784 --> 01:19:15,463
- families and a lot of times we don't even know it until they come into the building and we realize that

687
01:19:15,463 --> 01:19:22,270
- the parents themselves don't speak English. So a lot of times what happens is we can give you an estimate

688
01:19:22,818 --> 01:19:30,076
- But we are constantly looking for these kids. The SLP at EPS this year started working with two kids

689
01:19:30,076 --> 01:19:37,263
- who came from MCCSC. Both of these kids had IEPs. And on both of these IEPs, it was not marked that

690
01:19:37,263 --> 01:19:44,521
- they spoke a different language in the home or that they were receiving any type of English language

691
01:19:44,521 --> 01:19:50,558
- services. Should they have been, yes. Did MCCSC do something wrong? Absolutely not.

692
01:19:50,882 --> 01:19:57,948
- These were two families who were afraid to report that. And so we identify that once we start working

693
01:19:57,948 --> 01:20:05,014
- with the kiddo and we provide those services to the kids. But the incredibly frustrating part is that

694
01:20:05,014 --> 01:20:12,011
- getting an accurate measure on what that student needs from the very beginning sometimes is a really

695
01:20:12,011 --> 01:20:15,198
- tall task. So I say roughly 40 simply because

696
01:20:16,642 --> 01:20:23,457
- I can't give you an exact number. And then in addition to that, we have kids at the high school that

697
01:20:23,457 --> 01:20:30,204
- speak very fluent English who do not need these services, but yet because they filled out this home

698
01:20:30,204 --> 01:20:37,221
- language survey when they were in elementary school saying that they were living with grandma who spoke

699
01:20:37,221 --> 01:20:44,171
- Spanish, we are required to give them those services until they test out on WIDA. And we have students

700
01:20:44,171 --> 01:20:45,790
- who cannot pass I-Learn

701
01:20:45,922 --> 01:20:53,350
- let alone WIDA, and it's a pretty high standard. So there's a lot of frustration wrapped up with this

702
01:20:53,350 --> 01:21:00,632
- program. But I'm proud of the services that we offer here. I know that we're doing the best that we

703
01:21:00,632 --> 01:21:08,278
- possibly can. And I hope that families know that bringing their children to RBB, even if you don't speak

704
01:21:08,278 --> 01:21:12,574
- English, your child is going to receive the best services.

705
01:21:12,706 --> 01:21:21,463
- that we can possibly provide to them. And we will continue to make that better and better all the time.

706
01:21:21,463 --> 01:21:30,472
- Thank you. You're welcome. I know this may be kind of out there, but are there any of our foreign language

707
01:21:30,472 --> 01:21:38,892
- students at the high school that may be willing to offer some sort of like tutoring and things like

708
01:21:38,892 --> 01:21:39,902
- that? Yeah.

709
01:21:40,162 --> 01:21:46,429
- discussion. That's a really really good idea and I think that's something that we could start to tap

710
01:21:46,429 --> 01:21:52,881
- into. You know last year when I came to you and our numbers were sitting around 30 students and I asked

711
01:21:52,881 --> 01:21:59,210
- to take two of our part-time assistant positions and turn that into one full-time position across the

712
01:21:59,210 --> 01:22:04,670
- district for that ML assistant or that English language learner assistant. We've gained

713
01:22:04,802 --> 01:22:11,297
- so many students since this year started that we've also had to add another half-time assistant back

714
01:22:11,297 --> 01:22:17,922
- to this program. So when we look at this and we see that we're getting $2,884 from the state for Title

715
01:22:17,922 --> 01:22:24,417
- III, from the federal government for Title III, we have a full-time English language learner teacher

716
01:22:24,417 --> 01:22:30,398
- working with not only our students but our teachers across the district. We have a full-time

717
01:22:30,658 --> 01:22:37,069
- ML assistant working with these students, and now we have a half-time. And the reason I bring that up,

718
01:22:37,069 --> 01:22:43,479
- Mr. Kerr, is our half-time assistant that we just hired speaks Spanish fluently. And that is obviously

719
01:22:43,479 --> 01:22:50,014
- one of the biggest languages that our non-English speaking students speak. So we're really excited about

720
01:22:50,178 --> 01:22:59,568
- Anna Suchuga coming onto this team, it's gonna make a big difference. She will work primarily with our

721
01:22:59,568 --> 01:23:08,685
- babies at the preschool and at K2, working with those language barriers that can definitely inhibit

722
01:23:08,685 --> 01:23:18,622
- academic growth. Thank you. Any further questions? All those in favor say aye. Aye. Opposed? Motion carries.

723
01:23:19,106 --> 01:23:27,276
- brings us to our last action item of the evening, which is to approve consulting agreement with ESOL

724
01:23:27,276 --> 01:23:36,094
- Solutions LLC. This one I think you're gonna be excited about. It goes back to Mrs. Straus, her presentation

725
01:23:36,094 --> 01:23:44,345
- earlier and goes back to Mr. Tucker's comments about we have all of these amazing people and services

726
01:23:44,345 --> 01:23:46,206
- in place for our kids.

727
01:23:47,586 --> 01:23:54,236
- But how do we build that framework and really make the system work seamlessly here at RBB? For years,

728
01:23:54,236 --> 01:24:00,821
- ever since we started receiving these grants, starting with Eli Lilly, moving up to our Tim's grant,

729
01:24:00,821 --> 01:24:03,038
- our SMART grant, our SEEDS grant,

730
01:24:03,234 --> 01:24:09,389
- Jen Anderson has been writing and receiving these grants. Jen would be the first one to tell you. She

731
01:24:09,389 --> 01:24:15,544
- is not a licensed social worker, counselor, any of the things. She's just a really great grant writer

732
01:24:15,544 --> 01:24:21,940
- that brought in a lot of money to this district, and we're so fortunate. I would tell you the same thing.

733
01:24:21,940 --> 01:24:24,414
- When I had this on my plate last year, I

734
01:24:24,642 --> 01:24:30,882
- don't know the things that Brittany knows. And then Brittany coming into this role and our board recognizing

735
01:24:30,882 --> 01:24:36,607
- this as a need for our district says on the other side of this, I don't necessarily know how to set

736
01:24:36,607 --> 01:24:38,782
- this up. I don't have that leadership

737
01:24:38,882 --> 01:24:45,430
- experience or building these systems. And so what we're asking you to approve is an agreement with Esolve

738
01:24:45,430 --> 01:24:51,669
- Solutions. Esolve has been working with us from the very beginning on all of these grants. They know

739
01:24:51,669 --> 01:24:58,403
- RBB inside and out and what we are doing and where we're trying to get to. And they're going to be providing

740
01:24:58,403 --> 01:25:00,318
- coaching to Brittany as she is

741
01:25:00,450 --> 01:25:07,659
- really building this framework out and we're understanding how all of these pieces work, digging into

742
01:25:07,659 --> 01:25:14,727
- the proactive piece of this, looking at all of this data, we're asking you to approve the contract,

743
01:25:14,727 --> 01:25:21,937
- not to exceed $5,000, and this will be paid entirely through our smart grant fees. I move approval of

744
01:25:21,937 --> 01:25:29,075
- the consulting agreement with ESOL Solutions. I second. Moved and second. Any discussion? Thank you.

745
01:25:29,075 --> 01:25:30,206
- You're welcome.

746
01:25:32,354 --> 01:25:40,356
- All those in favor say aye. Aye. Opposed? Motion carries. That concludes our action item. So now we'll

747
01:25:40,356 --> 01:25:48,514
- move into our reporting. We have the business manager's report first. So Debbie Tate, back up. I'm back.

748
01:25:48,514 --> 01:25:56,516
- So I've presented you guys with our cash flows for education, debt service, and operations. And it has

749
01:25:56,516 --> 01:26:00,478
- the August updated totals. We are still on target.

750
01:26:00,642 --> 01:26:08,035
- with our projections. At the end of this month, I'm planning to update those projections because we

751
01:26:08,035 --> 01:26:15,501
- now have our insurance elections in with everybody. So I'll be able to have a really solid number on

752
01:26:15,501 --> 01:26:22,894
- where all that's going to be. And that'll be really nice. But a positive, when I did put the August

753
01:26:22,894 --> 01:26:28,734
- numbers in, they were very positive. And they're in line with our current just

754
01:26:28,994 --> 01:26:36,152
- basically just showing the patterns of what we've been anticipating with savings. So we're really excited.

755
01:26:36,152 --> 01:26:42,975
- That was a good positive thing to see that starting to take place, things we've talked about with the

756
01:26:42,975 --> 01:26:49,731
- staffing, us sitting down again in our groups, going through every single detail, looking at all the

757
01:26:49,731 --> 01:26:56,688
- numbers and just making sure we're saving everywhere we can. So it was really positive to see that once

758
01:26:56,688 --> 01:26:57,758
- we put that in.

759
01:26:58,114 --> 01:27:06,092
- this month. So, yeah. Yeah. Do you have any questions? No. The instructor has been able to sit in on

760
01:27:06,092 --> 01:27:13,990
- a meeting or two of those, and it's very informative. And you guys really do a deep dive. And so we

761
01:27:13,990 --> 01:27:21,889
- really appreciate all your hard work and the team's hard work. Thank you. Thank you. Do we see much

762
01:27:21,889 --> 01:27:27,102
- of an increase in HSA participation this year from our employees?

763
01:27:27,298 --> 01:27:32,230
- We haven't got, like, I have to put in those progressions. Okay, okay, I was just, when you said you

764
01:27:32,230 --> 01:27:37,260
- were plugging the numbers. Yeah, once we get through September, I'll have all of that information, and

765
01:27:37,260 --> 01:27:42,291
- so we'll have a better idea of where everything's at. Okay. And I think, doesn't open enrollment close

766
01:27:42,291 --> 01:27:47,516
- October 1st? It's already closed. It's already, yeah. So we're getting all that information. We're waiting

767
01:27:47,516 --> 01:27:52,497
- currently on the insurance to finalize their numbers with us, and then we'll be able to put those in.

768
01:27:52,497 --> 01:27:56,990
- Okay, because I know the trust bumped it up, so. And then the new plan starts November 1st.

769
01:27:57,218 --> 01:28:04,199
- So that's how, it's kind of a, it's not January, it's November, so it's kind of a weird timing with

770
01:28:04,199 --> 01:28:11,179
- everything, but yeah, we're waiting on those final numbers from her insurance right now. Thank you.

771
01:28:11,179 --> 01:28:18,370
- Yeah? I think we'll excitedly be crunching after she's closing out September, just so we can see. Yes.

772
01:28:18,370 --> 01:28:23,326
- We want to see the same progression that we're seeing in August. Yeah.

773
01:28:23,554 --> 01:28:32,174
- Our office has definitely been in celebration mode this week, seeing these numbers come out for August,

774
01:28:32,174 --> 01:28:40,462
- but we are really excited to see September and see this trend continue and see Paul smile for once.

775
01:28:40,462 --> 01:28:49,414
- So that would be really nice as well. Okay, thank you. Thank you. Thank you. And so moving to our assistant

776
01:28:49,414 --> 01:28:51,486
- superintendent's report.

777
01:28:51,842 --> 01:28:58,081
- Mr. Durnall, I know it's two pages, but I promise it will not take me very long to get through this.

778
01:28:58,081 --> 01:29:04,382
- I have a really exciting update for you. Mr. Kerr attended a meeting this week at the high school. We

779
01:29:04,382 --> 01:29:10,807
- met with representatives from the Indiana Career Apprenticeship Pathway, otherwise known as NCAP across

780
01:29:10,807 --> 01:29:15,934
- the state. We specifically met with reps from BioCrossroads. BioCrossroads entails

781
01:29:16,034 --> 01:29:22,071
- biotechnology and biomedical. So this is an industry talent association for the life sciences. You've

782
01:29:22,071 --> 01:29:28,464
- heard us talking about life sciences like crazy around here the last year and a half with the life sciences

783
01:29:28,464 --> 01:29:29,470
- training center.

784
01:29:30,082 --> 01:29:38,359
- A lot has happened in the last two weeks and we are actually being, and I put it in bold there, we are

785
01:29:38,359 --> 01:29:46,878
- being recruited. Edgewood High School is being recruited by NCAP as one of the fall 2027 launch locations

786
01:29:46,878 --> 01:29:53,950
- for a new pathway for biotechnology for life sciences operators. This has been created.

787
01:29:54,050 --> 01:30:00,718
- This pathway has been created in partnership with employers across the state of Indiana, biotechnology

788
01:30:00,718 --> 01:30:07,257
- partners, life sciences partners, I should say, Indiana Workforce Development, and with support from

789
01:30:07,257 --> 01:30:13,796
- the Indiana Department of Education. What does this mean for Edgewood? These are some big things. It

790
01:30:13,796 --> 01:30:20,399
- allows us to extend our partnerships, not only with Boston Scientific and Cook Medical, but also into

791
01:30:20,399 --> 01:30:21,694
- Cimtra and Cingoda.

792
01:30:21,794 --> 01:30:29,464
- Simtra and Sangota are two industry leaders right here in Monroe County who have signed on under NCAP.

793
01:30:29,464 --> 01:30:37,134
- So they are one of the, or they are two of the businesses that have signed on there. Boston Scientific

794
01:30:37,134 --> 01:30:44,581
- has also signed on. Cook Medical, we're getting close. NCAP is getting close to getting them there.

795
01:30:44,581 --> 01:30:51,134
- But three out of the four companies that we're looking at all fall under that umbrella.

796
01:30:52,162 --> 01:30:59,774
- We would be the only Monroe County school that is also being offered a partnership with Eli Lilly for

797
01:30:59,774 --> 01:31:07,685
- their Pathfinders program, which would allow us to receive $20,000 from Eli Lilly to credential a teacher

798
01:31:07,685 --> 01:31:15,446
- for this pathway and also provide equipment to our facility that we're looking at, that we're building.

799
01:31:15,446 --> 01:31:21,790
- The curriculum, we've had so many questions about how do we develop this curriculum?

800
01:31:21,890 --> 01:31:28,731
- We aren't specialists in biotechnology and healthcare and all of that. And so we've been working with

801
01:31:28,731 --> 01:31:35,772
- Ivy Tech. What's exciting about this is it takes this out of our local hands and it puts it at the state

802
01:31:35,772 --> 01:31:42,479
- level hands. And so what happens is this curriculum is developed with Ivy Tech and BioCrossroads in

803
01:31:42,479 --> 01:31:47,710
- mind with high school students. So we're taking Ivy Tech curriculum and we're

804
01:31:48,482 --> 01:31:54,473
- differentiating that down for high school students and how we know high school students learn. We will

805
01:31:54,473 --> 01:32:00,755
- have an opportunity for our students in this pathway to earn a minimum of 150 hours of work-based learning.

806
01:32:00,755 --> 01:32:06,281
- This would meet the employment honor seal and at most 650 hours of work-based learning through

807
01:32:06,281 --> 01:32:12,156
- an apprenticeship earning the employment honors plus seal, which is gonna be a really difficult seal

808
01:32:12,156 --> 01:32:15,006
- for students across Indiana to earn and receive.

809
01:32:15,682 --> 01:32:22,211
- In addition to that, the students who complete this pathway would earn Ivy Tech's biopharmaceutical

810
01:32:22,211 --> 01:32:29,198
- manufacturing certificate and be able to stack those 18 hours onto an Associate of Applied Science through

811
01:32:29,198 --> 01:32:35,727
- Ivy Tech. And I think one of the most exciting pieces of this, even going beyond all those things I

812
01:32:35,727 --> 01:32:42,257
- just said, is that it allows us to continue our partnership with Boston Scientific and Cook Medical

813
01:32:42,257 --> 01:32:44,542
- because what we will be doing here

814
01:32:44,898 --> 01:32:52,243
- after the first step of life sciences operator is we're gonna be kind of the guinea pigs across the

815
01:32:52,243 --> 01:32:59,882
- state of Indiana and they're gonna create a pathway just for us here in Monroe County where we can take

816
01:32:59,882 --> 01:33:07,300
- biotechnology and we can break that down into two different areas and we can look at what Cimtra and

817
01:33:07,300 --> 01:33:10,238
- Singota do on the chemical side of that

818
01:33:10,658 --> 01:33:17,712
- And we can look at what Cook Medical and Boston Scientific do on the other side of that with medical

819
01:33:17,712 --> 01:33:24,765
- devices. We can combine that into one pathway that our students can complete. And as they're working

820
01:33:24,765 --> 01:33:31,749
- through those classes, split off into one of those two areas after they get that foundation. What's

821
01:33:31,749 --> 01:33:36,638
- awesome is that the state is saying, we want to do this work for you.

822
01:33:36,994 --> 01:33:43,336
- We wanna do this work with you and it allows us to deepen our roots in this project even more. So I'm

823
01:33:43,336 --> 01:33:49,803
- excited about it. I would love to answer your questions. Mr. Kerr was in the meeting. Obviously I can't

824
01:33:49,803 --> 01:33:53,534
- have a ton of you in that meeting, more than two at a time.

825
01:33:53,698 --> 01:34:00,918
- If you're attending the RDC meeting tomorrow afternoon, I'm gonna go through that there as well, and

826
01:34:00,918 --> 01:34:08,282
- we'll give more details about what that looks like, but happy to talk about that. Mr. Boltinghouse was

827
01:34:08,282 --> 01:34:15,573
- in that meeting as well. We have a lot of pieces happening right now very quickly at the high school,

828
01:34:15,573 --> 01:34:23,294
- and it's super exciting. Any questions you guys have about that? Sorry, go ahead. I was just gonna add that

829
01:34:23,618 --> 01:34:32,653
- This is a great opportunity for our students. And while there can be some additional benefits to some

830
01:34:32,653 --> 01:34:41,511
- of our students who may actually get picked by some of these companies to be a part of the program,

831
01:34:41,511 --> 01:34:50,369
- even if students aren't picked to be part of that company's aspect of it, they can still be part of

832
01:34:50,369 --> 01:34:52,318
- the program and still

833
01:34:52,642 --> 01:35:06,061
- earn the same status and it's just exciting, you know, that this is the thing that we have been hoping

834
01:35:06,061 --> 01:35:19,870
- for out of our biomedical, technical facilities that we're putting in place to prepare our students to go

835
01:35:19,970 --> 01:35:27,317
- who want to to go into the workforce, into skilled positions. It's really exciting. It is. It is. I

836
01:35:27,317 --> 01:35:34,664
- think Heather Baron Cottle from ROI said it best when she said the state is catching up to Edgewood

837
01:35:34,664 --> 01:35:42,526
- because we started this work a year and a half ago and we were really on an island out there by ourselves.

838
01:35:42,722 --> 01:35:48,845
- And now within CAP and the work that the research they've been doing over the last 10 years with the

839
01:35:48,845 --> 01:35:54,969
- Swiss model and apprenticeships, that research is catching up now to the work that we've been trying

840
01:35:54,969 --> 01:36:01,213
- to do on our own. And it feels really good to have a little bit of a weight off our shoulders in terms

841
01:36:01,213 --> 01:36:07,700
- of now we have a model that's being implemented across the state and the state is coming to us and saying,

842
01:36:07,700 --> 01:36:10,974
- can we partner with you? Well, and it's this group of

843
01:36:11,490 --> 01:36:19,569
- companies too in the region that representative from that group of companies coming to Edgewood pitching

844
01:36:19,569 --> 01:36:27,340
- for us to be a part of their program. Not, you know, we're asking them to, hey, can you partner with

845
01:36:27,340 --> 01:36:35,419
- us? Can you do this? They are so interested in Edgewood that they're coming to Edgewood pitching a sales

846
01:36:35,419 --> 01:36:40,574
- pitch to us to be a part of their program. I mean, that's awesome.

847
01:36:41,026 --> 01:36:48,127
- That's awesome for Edgewood. And these first four apprenticeship positions, which we are hopeful are

848
01:36:48,127 --> 01:36:55,439
- with Simtra and Singota. They're working on those logistics right now. So Simtra and Simgota, if you're

849
01:36:55,439 --> 01:37:02,680
- watching, know that we are beyond excited, and I know they know that. These first four apprenticeships

850
01:37:02,680 --> 01:37:08,094
- would not even be offered to other students outside of Edgewood High School.

851
01:37:08,770 --> 01:37:15,927
- our students are gonna receive the very first four apprenticeships with biotechnology here in this area.

852
01:37:15,927 --> 01:37:22,742
- So I think it says so much about Edgewood High School and what they've been building, what Edgewood

853
01:37:22,742 --> 01:37:29,694
- Junior High and Edgewood Intermediate and Edgewood Primary do all the way back and the intentionality

854
01:37:29,694 --> 01:37:36,510
- that we've put behind these pieces. I get emotional because we're seeing the benefits for our kids.

855
01:37:41,602 --> 01:37:49,806
- Also this week, maybe last week, they're all running together right now. We received the final approval

856
01:37:49,806 --> 01:37:57,852
- on our Ready 2.0 $500,000 grant. It has made it all the way through IEDC, which was the last level of

857
01:37:57,852 --> 01:38:05,662
- approval. If we were working on that project today, we could start drawing on that money tomorrow.

858
01:38:06,114 --> 01:38:13,461
- So that $500,000 investment is being made into this work right here. And these kids, not only

859
01:38:13,461 --> 01:38:21,277
- in biotechnology, but in healthcare, which I'm gonna show you some numbers here because it's really

860
01:38:21,277 --> 01:38:29,093
- exciting. We are going to be benefiting kids with this facility, hundreds of kids in this community

861
01:38:29,093 --> 01:38:33,470
- for years to come. Long after we are done in education,

862
01:38:33,602 --> 01:38:40,516
- there is gonna be a benefit to this and it's just wildly exciting what's happening. Okay, so talking

863
01:38:40,516 --> 01:38:47,705
- about the Pathways student enrollment, Mr. Kerr asked for some updated numbers and I wanted to get these

864
01:38:47,705 --> 01:38:54,687
- to you. The first little part that you're gonna see there, this is our Biomedical Pathway, Principles

865
01:38:54,687 --> 01:39:01,054
- of Biomed, Anatomy, Physiology, Medical Interventions. Those numbers just continue to climb.

866
01:39:01,346 --> 01:39:07,937
- I want to make sure and note that as we have kids coming into anatomy and physiology, not all of these

867
01:39:07,937 --> 01:39:14,400
- kids are necessarily taking all three of the Pathways courses. Katie Brickman and Caitlin Flood do a

868
01:39:14,400 --> 01:39:20,863
- phenomenal job teaching that PLTW course, and we have kids signing up for this course simply because

869
01:39:20,863 --> 01:39:27,262
- they love the teachers, but also if they are in the Principles of Exercise Science Pathway, this is

870
01:39:27,262 --> 01:39:30,142
- a good class for them to take in addition to

871
01:39:30,274 --> 01:39:36,385
- a separate pathway there. So you'll see 69 kids in anatomy, physiology. We have three sections of that

872
01:39:36,385 --> 01:39:42,438
- this year. You'll see that we have 17 kids in medical interventions. You may wonder, why didn't 54 of

873
01:39:42,438 --> 01:39:48,549
- those kids move on? It's because we have a lot of seniors in anatomy and physiology. So they graduate,

874
01:39:48,549 --> 01:39:54,839
- they don't have the ability to take that third course. So we're seeing tremendous growth in that pathway.

875
01:39:54,839 --> 01:39:58,814
- That will be one of the pathways that moves into the new facility.

876
01:39:59,330 --> 01:40:06,266
- You'll also see the engineering pathway in there. I'm so excited. We added the third course this year

877
01:40:06,266 --> 01:40:13,270
- as the students asked for. Intro to engineering continues to climb. This year we have 51 kids in intro

878
01:40:13,270 --> 01:40:20,478
- to engineering. We have 18 kids who stuck with us for principals of engineering this year. And Mr. Beaver

879
01:40:20,478 --> 01:40:27,414
- is teaching a new PLTW course called civil engineering and architecture. And we have six kids in that

880
01:40:27,414 --> 01:40:28,638
- course this year.

881
01:40:28,962 --> 01:40:35,062
- So that's pretty incredible. Our marketing, we know a lot about what we've been doing with marketing.

882
01:40:35,062 --> 01:40:41,042
- Our kids are out there all the time. We have 30 kids maintaining that marketing fundamentals course

883
01:40:41,042 --> 01:40:43,614
- and eight kids in digital marketing there.

884
01:40:44,002 --> 01:40:50,952
- Principles of computing, it's funny how kids just don't hear principles of computing and think this

885
01:40:50,952 --> 01:40:57,971
- is a really great course to take. But 21 of them signed up for it this year. And in our CompTIA plus

886
01:40:57,971 --> 01:41:05,130
- IT fundamentals course, we have five kids in there. We just added one this past week. And if you build

887
01:41:05,130 --> 01:41:09,022
- it, they will come has been our mantra for a while now.

888
01:41:09,122 --> 01:41:16,388
- The kids said, principals of exercise science, we want this pathway. We opened it up. 38 kids signed

889
01:41:16,388 --> 01:41:24,085
- up for this pathway and are taking the first course. So Megan Kincaid, who is our athletic trainer through

890
01:41:24,085 --> 01:41:31,423
- IU, is learning how to teach in the classroom. And we are supporting her just like we would any other

891
01:41:31,423 --> 01:41:32,862
- first year teacher.

892
01:41:33,026 --> 01:41:39,008
- She realized she was going to have to teach two sections instead of one. I think she had a little bit

893
01:41:39,008 --> 01:41:45,050
- of a panic attack, but she's doing a really phenomenal job, and we're excited about this. Last but not

894
01:41:45,050 --> 01:41:48,862
- least, IDOE announcement. I put the exact announcement in there.

895
01:41:49,026 --> 01:41:55,962
- The iLearn scores have been released in the centralized reporting system. They are in the Indiana Family

896
01:41:55,962 --> 01:42:02,833
- Portal. So our teachers can log in and see student scores. Our admin can log in and see student scores.

897
01:42:02,833 --> 01:42:09,571
- Our families can log in and see their student scores. What I can't do is I can't release those scores

898
01:42:09,571 --> 01:42:16,177
- publicly until Friday. They're still embargoed publicly until Friday. So what I did is I gave you a

899
01:42:16,177 --> 01:42:17,630
- copy of those scores.

900
01:42:17,762 --> 01:42:25,515
- and ask that you don't share those publicly. That will all be released on Friday. And just to note,

901
01:42:25,515 --> 01:42:33,578
- we are seeing math gains across this district left and right. It's really exciting to see. And the area

902
01:42:33,578 --> 01:42:41,641
- that we knew is an area for growth with us is ELA. And where we are pouring a ton of our resources into

903
01:42:41,641 --> 01:42:44,510
- still shows up as an area of growth.

904
01:42:44,738 --> 01:42:50,307
- But we're seeing signs of so many good pieces there. Going back to second grade, I read scores last

905
01:42:50,307 --> 01:42:55,877
- year. We're seeing signs of this, and we know this is just one measurement, but it's still a pretty

906
01:42:55,877 --> 01:43:01,613
- big measurement that we have to take into consideration. So, you know, when Mr. Rentschler talks about

907
01:43:01,613 --> 01:43:05,790
- looking at those individual students, this is why. This is why right here.

908
01:43:06,658 --> 01:43:13,728
- And then, like I said, tomorrow night we're hosting the RDC meeting here at 430. I'm hoping that we

909
01:43:13,728 --> 01:43:20,869
- can have a couple of board members there. Mr. Tucker will be coming, and we'll be talking more about

910
01:43:20,869 --> 01:43:28,009
- the NCAP partnership, and we're going to give a presentation on past, present, and future. This is a

911
01:43:28,009 --> 01:43:29,918
- big meeting for us because

912
01:43:30,146 --> 01:43:37,619
- RDC is going to be determining whether or not they continue our funding for another three years, Mr.

913
01:43:37,619 --> 01:43:45,241
- Tucker, three years. And this funding is really crucial to the work that we do here. This funding will

914
01:43:45,241 --> 01:43:50,494
- pay for the teacher who will be teaching potentially this new pathway.

915
01:43:50,658 --> 01:43:57,360
- It pays for a Ready Schools coordinator who is working across our entire district. It pays for design

916
01:43:57,360 --> 01:44:04,193
- lab assistants who are working in all of our buildings. Can we do it without this? We can, but we would

917
01:44:04,193 --> 01:44:10,763
- have to take that back into the education fund and all of that work that we're doing, we would then

918
01:44:10,763 --> 01:44:17,727
- have to figure out how do we reduce, again, what we're doing in the education fund to continue to provide

919
01:44:17,727 --> 01:44:18,910
- for our students.

920
01:44:20,226 --> 01:44:27,823
- It's a big meeting tomorrow night. A lot on the line. And that is it for me. Thank you, I got it done

921
01:44:27,823 --> 01:44:35,345
- fairly quickly, Mr. Durnall. We don't have a clock up there anymore that is counting it down for us.

922
01:44:35,345 --> 01:44:43,016
- Thank you very much, thank you very much. Okay, now we will move into the superintendent's report, Dr.

923
01:44:43,016 --> 01:44:46,814
- Sanders. All right, start off with some good news.

924
01:44:47,074 --> 01:44:54,294
- The Chamber of Commerce from Bloomington and from Ellisville, both have announced their Educator of

925
01:44:54,294 --> 01:45:01,731
- the Year award winners. And so for the Bloomington area Chamber of Commerce, Heather Kensick, our EECC

926
01:45:01,731 --> 01:45:09,096
- director, Lisa Beeman, Edgewood Junior High School teacher, and Brian Rosenberg, Edgewood High School

927
01:45:09,096 --> 01:45:16,894
- teacher, all received the Educator of the Year award. And Dirk Ackerman, our retired high school principal,

928
01:45:16,994 --> 01:45:25,201
- received the Lifetime Achievement Award, and those awards will be given out tomorrow night at six o'clock.

929
01:45:25,201 --> 01:45:33,256
- Ellisville Area Chamber of Commerce, their awards banquet will be October 22nd, and Amy Norris, Edgewood

930
01:45:33,256 --> 01:45:41,003
- High School Teacher, received the Educator of the Year from the Ellisville Area Chamber of Commerce.

931
01:45:41,003 --> 01:45:46,142
- I'd just like to say I was really proud of our school corporation.

932
01:45:46,498 --> 01:45:56,687
- for the community involvement we had with the Fall Festival. Obviously our Edgewood Show choirs opened

933
01:45:56,687 --> 01:46:06,679
- up the festivities on Thursday night. We had our RBB booth that had a lot of visitors come by and we

934
01:46:06,679 --> 01:46:14,494
- shared a lot of good information with our local parents and community members.

935
01:46:14,946 --> 01:46:23,124
- and we are well represented in the parade on Saturday. I'd also like to recognize some people making

936
01:46:23,124 --> 01:46:31,384
- a positive difference and that's all those people who participated in and volunteered for the dollars

937
01:46:31,384 --> 01:46:39,724
- for scholars race. As you know, they raise a lot of money that in the spring will be given away to our

938
01:46:39,724 --> 01:46:42,558
- students and all the scholarships.

939
01:46:42,786 --> 01:46:51,994
- And then we did receive again our school safety grant award, although it's a little bit less,

940
01:46:51,994 --> 01:47:02,084
- about $13,000 less. We are going to be having some conversations with the Elksville Police Department.

941
01:47:02,084 --> 01:47:06,590
- But it's just because there's so many schools

942
01:47:06,690 --> 01:47:14,333
- who are seeking those funds and those funds are limited. So we're really appreciative of that grant.

943
01:47:14,333 --> 01:47:20,766
- It helps us pay for our school resource officers. I think I've reported in the back,

944
01:47:20,962 --> 01:47:29,038
- Previously to all of you that my ask shares celebrate meetings that I was planning on holding.

945
01:47:29,038 --> 01:47:37,794
- I did that. I spent an hour at each of our schools and it was really a good experience. I had probably

946
01:47:37,794 --> 01:47:47,230
- 20 or so teachers across the corporation come by to actually sit down and talk, but I was able to connect with

947
01:47:47,362 --> 01:47:55,017
- probably four times that many walking through the buildings and those folks seeing me. And so, you know,

948
01:47:55,017 --> 01:48:02,745
- that's what I really enjoy about the job is not only going to our extracurricular activities, but sitting

949
01:48:02,745 --> 01:48:10,182
- down and talking with our teachers and got a lot of good ideas from them. And so we'll try this again

950
01:48:10,182 --> 01:48:14,046
- later this semester. Real quick construction update.

951
01:48:14,146 --> 01:48:22,293
- So the project where we added boilers at the high school and the junior high school, that project was

952
01:48:22,293 --> 01:48:30,520
- supposed to be done before the start of school. We're obviously well into September, but the good news

953
01:48:30,520 --> 01:48:37,150
- is that the part that they've been waiting on, the fuse for the boilers did arrive

954
01:48:37,282 --> 01:48:45,553
- at the junior high yesterday. They're being installed at the junior high and we should be able to get

955
01:48:45,553 --> 01:48:53,905
- those boilers fired up Friday or next Monday. High school is just right behind and hopefully we'll get

956
01:48:53,905 --> 01:49:02,337
- those fired up next Wednesday. And I really appreciate all the patience of our teachers and principals,

957
01:49:02,337 --> 01:49:05,662
- students as we kind of struggled through

958
01:49:05,762 --> 01:49:13,782
- trying to get this HVAC work going. And I want everybody to know that this is a long-term plan to improve

959
01:49:13,782 --> 01:49:21,500
- our HVAC system. It's just gonna take a number of years to really get to where we want to get to, but

960
01:49:21,500 --> 01:49:29,521
- there is some relief in sight with these two current projects. The roof at the junior high and elementary

961
01:49:29,521 --> 01:49:34,590
- schools is like 98, 99% finished. That should be wrapping up soon.

962
01:49:34,690 --> 01:49:43,776
- The field turf project, they've put the concrete border around and then they've started working, I think

963
01:49:43,776 --> 01:49:52,429
- it was yesterday, on the sidewalk that would go from the junior high parallel to where the baseball

964
01:49:52,429 --> 01:50:01,342
- field is to Edgewood Drive. So they started forming that yesterday. The floor at the basketball field,

965
01:50:01,442 --> 01:50:10,633
- for the basketball court that was damaged from the roof project. That demolition is starting, they might

966
01:50:10,633 --> 01:50:20,086
- have started today. And so I think that'll take about a week to tear out the old floor. And we're expecting

967
01:50:20,086 --> 01:50:27,614
- that floor to be finished by the end of October. Last thing is our Edgewood showcase.

968
01:50:28,194 --> 01:50:36,088
- And I'd like to invite everybody to the showcase. If you remember, this is an opportunity where we invite

969
01:50:36,088 --> 01:50:43,610
- the whole community, not just Edgewood students, but we invite students who might be attending other

970
01:50:43,610 --> 01:50:51,280
- schools and their families to come in and see all the great things that we're doing at Edgewood. We'll

971
01:50:51,280 --> 01:50:54,110
- have food trucks and bounce houses up

972
01:50:54,658 --> 01:51:02,552
- behind and beside the junior high. We'll have a health fair and PTOs inside the junior high. At the

973
01:51:02,552 --> 01:51:10,446
- high school football field, we'll have our band and dance teams. Cheerleaders will be performing in

974
01:51:10,446 --> 01:51:18,656
- the field house. We'll have also show choirs and our theater group and auditorium. Our coffee shop will

975
01:51:18,656 --> 01:51:21,182
- be open. We'll have volleyball.

976
01:51:21,698 --> 01:51:30,847
- and soccer athletic events that night and it'd be free admission. And I was looking at the weather today,

977
01:51:30,847 --> 01:51:39,823
- I'm locking it in because it says it's gonna be partly cloudy and in the upper 70s. So we're gonna lock

978
01:51:39,823 --> 01:51:48,627
- that in and we'll be ready to have a really nice evening on September 24th. Okay, well thank you very

979
01:51:48,627 --> 01:51:50,526
- much. Next we have RB

980
01:51:50,690 --> 01:51:58,739
- EA comments and we're glad to see Brandy April back. Good evening. Today marks the first day of official

981
01:51:58,739 --> 01:52:06,787
- bargaining season and so earlier today we had our public hearing and Monday is our first formal meeting.

982
01:52:06,787 --> 01:52:14,759
- I'm happy to report that our team, our pretty much brand new team from last year, they're all returning

983
01:52:14,759 --> 01:52:19,358
- and this summer we spent a number of hours sitting together

984
01:52:19,490 --> 01:52:25,199
- really reading through the contract thoroughly, discussing the language so that we could go back to

985
01:52:25,199 --> 01:52:30,908
- Kristi Billings, our director, to get better understanding of language and discuss possible changes

986
01:52:30,908 --> 01:52:35,646
- we want to make in the contract. So we'll be bringing that to the table next week.

987
01:52:35,778 --> 01:52:43,732
- as always, my goal is to always continue improving communication and transparency and so I asked building

988
01:52:43,732 --> 01:52:50,110
- reps to hold two meetings, one being before today, I held mine this morning, just to

989
01:52:50,338 --> 01:52:57,178
- Again, inform members about the bargaining process, the timeline, what we can and cannot bargain. And

990
01:52:57,178 --> 01:53:03,884
- also we did, I forgot to mention, we did send out a survey at the beginning of the school year just

991
01:53:03,884 --> 01:53:10,590
- to have members give actually the entire bargaining unit a chance to voice their priorities of what

992
01:53:10,590 --> 01:53:17,564
- they were hoping to see achieved on this next contract. And then we could have our building reps report

993
01:53:17,564 --> 01:53:19,710
- that back to our members today.

994
01:53:20,226 --> 01:53:27,163
- I've also asked building members to hold a meeting between the 22nd and the 28th. Those are our two

995
01:53:27,163 --> 01:53:34,378
- formal dates that we have scheduled just to let members know the progress of that first meeting so that

996
01:53:34,378 --> 01:53:41,524
- they can see what was discussed, what will we have discussed next Tuesday and have those conversations

997
01:53:41,524 --> 01:53:48,461
- so that when we return on the 28th, we can share back with the entire team how members are feeling.

998
01:53:48,461 --> 01:53:49,918
- So that is the plan.

999
01:53:50,498 --> 01:53:59,049
- Yeah, good to be back. Okay. All righty. As we wrap up, we'll go to board member comments. We'll start

1000
01:53:59,049 --> 01:54:07,517
- with Mr. Durrell. Well, thank you, sir. I really appreciated the presentation tonight, and yours, Mr.

1001
01:54:07,517 --> 01:54:10,174
- Shaw, but the Wednesday morning

1002
01:54:10,690 --> 01:54:18,213
- was really good, I really enjoyed that. That makes me feel really good about what you're doing there,

1003
01:54:18,213 --> 01:54:25,883
- so I appreciate that so much. Appreciate all the principals being here, and congratulations to Edgewood

1004
01:54:25,883 --> 01:54:33,259
- for the win Friday night with Owen Valley. That's it, thank you. Mr. Demos. I echo what Mr. General

1005
01:54:33,259 --> 01:54:39,454
- said about the rivalry week last week, and looking forward to homecoming this week.

1006
01:54:40,034 --> 01:54:46,941
- I got to spend last Wednesday morning at EPS. I thank Dr. Fishman for having me. I got to observe the

1007
01:54:46,941 --> 01:54:53,713
- PLCs and also got to welcome children getting out of their cars out front of the building. That was

1008
01:54:53,713 --> 01:55:00,688
- an experience for a high school teacher, I gotta tell ya. But most of them tried to avoid eye contact.

1009
01:55:00,688 --> 01:55:07,934
- Who's that weird guy there? But anyway, she says they'll recognize me next time. Thanks for the donations.

1010
01:55:09,890 --> 01:55:17,746
- Ms. Barrett, the ELL, as frustrating as it is, we have come so far in the last 25 years. I know at one

1011
01:55:17,746 --> 01:55:25,373
- point we had a student that could not speak any English, was Chinese, and we didn't know what to do

1012
01:55:25,373 --> 01:55:33,305
- with him, and couldn't find anything that we could do with him. So we have made tiny steps, but we have

1013
01:55:33,305 --> 01:55:39,102
- made steps. But thanks for the donations. Thanks to Mr. Rentschler for his,

1014
01:55:39,202 --> 01:55:45,786
- presentation and I am very much looking forward to the showcase. Okay, Mr. Tucker. Jimmy and Larry had

1015
01:55:45,786 --> 01:55:52,370
- just mentioned there and thanks again for the report about NCAP, Ms. Barrett. Hopefully that will help

1016
01:55:52,370 --> 01:55:58,826
- relieve my concerns about that messy closet of what that biomedical center looks like and maybe like

1017
01:55:58,826 --> 01:56:05,537
- Ms. Strahl said, get it organized. Cause I really do worry. It's kind of like we're piecing it together.

1018
01:56:05,537 --> 01:56:08,222
- So hopefully this will help clarify that.

1019
01:56:08,898 --> 01:56:16,211
- That makes me feel better as long as it's not an unfunded mandate by the state I want to thank you.

1020
01:56:16,211 --> 01:56:23,524
- Whoever came up with the solution the SROs or the tow truck Friday night a block it off the road to

1021
01:56:23,524 --> 01:56:30,983
- the baseball diamond I saw the one over by the junior. I mr. Bolting house Well, that's a good use of

1022
01:56:30,983 --> 01:56:31,934
- an SRO truck

1023
01:56:32,034 --> 01:56:38,276
- or a car, then whoever put the tow truck there, that was a good warning, you won't get towed. That has

1024
01:56:38,276 --> 01:56:44,517
- always scared me, that little red road, it was chaos. So I missed the first half, I enjoyed the second

1025
01:56:44,517 --> 01:56:50,820
- half, other than mosquito bites, and the fence looking in, because I forgot my pass. So that was a good

1026
01:56:50,820 --> 01:56:57,122
- night, crowd was awesome. I could not say, Mr. Wells kept me on outside of the fence, so I was in jail,

1027
01:56:57,122 --> 01:57:01,182
- he said. But that was a great crowd, it was great to see that win.

1028
01:57:01,442 --> 01:57:07,991
- And hopefully we will continue to stay on top of that contractor on that gym floor, because that's a

1029
01:57:07,991 --> 01:57:14,022
- burr on my side, that they need to take responsibility for their actions at the junior high.

1030
01:57:14,022 --> 01:57:20,636
- So thank you. Looking forward to next week. Thank you. Of course, I would like to start with thanking

1031
01:57:20,636 --> 01:57:25,694
- you all for coming. I think I'll do a recap of every wonderful thing tonight.

1032
01:57:26,466 --> 01:57:34,604
- No. There was so much tonight. This is great. It's a great school corporation. We're doing a lot of

1033
01:57:34,604 --> 01:57:42,741
- great things. I know that 20 years ago when I was walking around knocking on some doors that one of

1034
01:57:42,741 --> 01:57:51,286
- the well-known people in the community said, you know, what are your schools doing for, you're preparing

1035
01:57:51,286 --> 01:57:54,622
- kids for college, but what else are you,

1036
01:57:54,722 --> 01:58:03,101
- you know, what are you doing for the rest of the kids? Oh, gosh, I wish he could see us now. It's amazing.

1037
01:58:03,101 --> 01:58:11,088
- So I'm really appreciative of all the hard work of all of you, all of our teachers, all of our staff.

1038
01:58:11,088 --> 01:58:19,310
- We're just doing some great things. I couldn't be more excited about where we're at right now. And just,

1039
01:58:19,310 --> 01:58:24,478
- again, thank you all for coming. And I hope you have a wonderful,

1040
01:58:24,674 --> 01:58:27,134
- full rest of your evening. This meeting is adjourned.