[0:04] - I pledge allegiance to the flag of the United States of America, and to the republic for which it stands,

[0:13] - one nation, under God, indivisible, with liberty and justice for all. Thank you all. Please be seated.

[0:22] - Our first meeting this evening is the public budget hearing for the Richland Bean Blossom Community

[0:31] - School Corporation.

[0:33] - And please let the record reflect that we have board members Mr. Tucker, Mr. Durnall, Mr. DeMoss,

[0:44] - and Mr. Kerr present. And we will be considering the 2027 budget. So we'll ask Deputy Tate. First of

[0:56] - three items would be the 2027 proposed budget.

[1:03] - Deputy. So as you said, this is for consideration of the 2027 budget. This is our public hearing. We

[1:12] - advertised the budgets on Gateway and on our school website. These budgets cover our education fund,

[1:21] - the debt service fund, and the operations fund. The education fund budget that we advertised was $22,500,000.

[1:31] - Debt service was $10,409,476 and the operations was $9,549,280. So that is what we have proposed for

[1:43] - the plan for the upcoming year based on our projections and our debt funds and what the balances are on those.

[1:57] - turn this over to you, Mr. Kerr, if you wanna open this up to any public comments or if you, oh, I also

[2:04] - wanted to ask, do you wanna do public comments for each category or do you wanna do it all at the end?

[2:11] - I believe that we could, you could go through all three and we could ask for public comments on all

[2:18] - three of them. So I put in front of you guys also the capital projects plan that we have proposed.

[2:25] - for next year. These are just different projects. And as we've talked about before, a lot of these projects,

[2:33] - they're just estimates. We're gonna try to find other funding sources for a lot of it, but this is our

[2:40] - projection that we're required to put together. And then the bus replacement plan, again, same situation.

[2:48] - We were required to put together a plan. We have set aside some money to kind of project what

[2:54] - buses if we need any buses or not, but it's not a guarantee that we will actually make those purchases.

[3:02] - So it's just a plan, just have an estimate and just an idea of the future purchases that could be in

[3:10] - place. And I think now we can turn it over to public comment if you'd like. Okay. At this point, again,

[3:18] - this is the public budget hearing, the actual hearing. So at this point, we will open

[3:24] - the hearing up for public comments on any or all three of, if you have comments on any or all three

[3:33] - of the proposed budgets, the proposed actual full budget, the capital projects plan or the buzz replacement

[3:42] - 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.

[3:55] - Seeing, oh, go ahead. I'm Jeremiah O'Neill. So I was curious of the proposed operating budget, how much

[4:03] - of that goes towards special education? Like the teachers, the IAAs, all that sort of thing, because

[4:11] - I know we've had some issues already this year with staffing and stuff, so just wanted to make sure

[4:18] - that was taken into consideration.

[4:27] - So the operations fund is what you're specifically asking. We do have specific needs for each fund.

[4:35] - So education fund is based on the teachers, the IAs, things like that. Operations is like transportation

[4:44] - or maintenance there. It's separated out so you can only use those funds for certain things. You can't.

[4:52] - Yeah, it has to specifically be used for that purpose.

[4:57] - You can't commingle the funds. And the State Board of Accounts requires us to use certain guidelines

[5:04] - with those funds, so we have to abide by those guidelines when spending that money. It can't ever be

[5:10] - mixed, and it has to be specifically used for those purposes. So is there a definitive number on that

[5:17] - which is for special education? If you have specific questions, you can reach out to us, but I can't

[5:24] - give you an exact number at this time.

[5:30] - Any other public comments? Hearing none. Now that these three have been completed, that's the end of

[5:40] - the public comment portion of the public hearing and the end of the public hearing. Thank you very much.

[5:50] - That will adjourn our first meeting of the evening. And now I will

[5:58] - and call to order our second meeting. I will assume that we will all continue to pledge our allegiance

[6:06] - to the flag, so we do not need to do that again. I will, for the record though, ask the record to reflect

[6:15] - that eight board members, Mr. Tucker, Mr. Durnall, Mr. DeMoss, and Mr. Kerr are present.

[6:22] - Are there any visitor comments for our regular September 2026 regular meeting? Seeing none, we will

[6:32] - go to our Mustang moment and we have the junior high school with us this evening. Dr. Sanders, would

[6:42] - you like to address? Oh, he's gonna introduce.

[6:49] - Before I get started, I want to take a second to introduce our new school counselor, Mr. Chastain Baker.

[6:56] - Chastain comes to us as an Edgewood graduate, so I just want to welcome him back home. The original

[7:04] - goal this evening was to have Edge Media come and present, put students in front of you like we normally

[7:11] - do. Mr. Greil had some other commitments, so you get me.

[7:16] - I also noticed that the superintendent reports are a page and some of the back so I have to go really

[7:22] - quick so we have time for everything tonight. But what I wanted to do is take some time to share with

[7:28] - you guys how we utilize Wednesday mornings. About a year and a half ago, we were given the opportunity

[7:35] - to expand that from 30 minutes to a full hour. And it's one of those things that's super valuable, not

[7:42] - just to me,

[7:43] - but 100% to our staff. So I just wanna give you guys an idea as to how we use those mornings and some

[7:50] - of the things that we do. So we'll just kinda jump into it. The junior high is a unique situation. And

[7:57] - the reason I say that is because at the elementary school, they very much have to focus grade level

[8:05] - all the way across. So this graphic here kinda shows how we have to structure things at the junior high.

[8:12] - We're not just working on kindergarten, first grade, second grade. We're also not the high school who

[8:18] - can only, who's only focused on math. And the reason that's a little different, especially at the high

[8:23] - school level, is we have a lot of students at the high school level that might be taking algebra one.

[8:29] - They might be a freshman, they might be a sophomore, occasionally a junior, just depending on how they're

[8:34] - going. So that algebra class isn't limited to one grade level.

[8:38] - At the junior high, we're taking some of the stuff that the elementary has done while they're focusing

[8:44] - on foundational skills and we're still working on that. But we also have to transition these students

[8:50] - into the high school role and we have to refine what they've learned at the elementary school and make

[8:56] - sure that they have those content specific teachers. So at the junior high, we have a need for not only

[9:02] - departments but also grade levels. Every one of our Wednesday mornings,

[9:06] - is split up into some type of meeting. First Wednesday of the month, which we're coming up on, we focus

[9:14] - on our grade level teams. All those bullet points right there show you what those topics are that our

[9:22] - grade level teams might be talking about. The first one on there is FLEX. FLEX is our extra time to

[9:29] - do remediation and enrichment.

[9:32] - We're gonna talk a little bit more about how that plays in towards the end. But a few of the other things

[9:39] - that we look at is cohesion across the grade level, trends, grading practices, parent communication,

[9:45] - student behavior. Because our sixth grade and our seventh grade are very much still grouped. We have

[9:52] - a south block team and a north block team. So those students will see four core teachers every single day.

[9:59] - and it's the same group of teachers. So as a cohort or as a group of teachers, we can look at a smaller

[10:05] - group of kids and say, hey, we're struggling here, we're struggling there, or this student needs this

[10:10] - or that. So we make sure that our grade levels have a Wednesday morning that they can get together and

[10:16] - work through all of these tasks. It's not limited to these tasks, there's a lot of other things that

[10:21] - pop up through the month, but this is kind of their base agenda for their hour. Some of the housekeeping things,

[10:28] - curriculum tasks, field trips, testing schedules, and other logistical things that might pop up. On

[10:35] - our third Wednesday, we get into department teams. And department teams, they jump in, it looks like

[10:43] - a much shorter list, but again, this is just their base agenda. We look at vertical curriculum, we look

[10:52] - at vertical alignment. Already this school year, we've sent our,

[10:57] - our special ed teachers who transition students up into the high school to the high school to work with

[11:03] - the high school team to make sure that when we set transition documents and build those IEPs that when

[11:09] - they leave our building, they're walking into the high school with a plan in place ready to go. We have

[11:15] - a couple of classes that go from Algebra 1

[11:18] - biology, geometry, and we wanna make sure that we have time to communicate with the high school on how

[11:24] - they want those classes ran and what we need to be doing to meet the standard at the high school.

[11:30] - So again, this is an hour every third Wednesday that we can get together with the high school and make

[11:36] - sure we have that vertical alignment. The other thing that we look at on this one is, you know, does

[11:41] - a student, is a student showing some problems on a skill that correlates

[11:46] - Maybe an eighth grade student that correlates with a sixth grade standard. What are those standards?

[11:52] - What are those conversations that need to happen to make sure that we're providing refreshers and everything

[12:00] - that student needs? When we look at textbook adoption, again, not one of the things that's on there,

[12:06] - but when we, well, textbook implementation. When we look at that, we spent the spring semester looking

[12:13] - at our English language arts textbook.

[12:16] - We brought in several companies. We had those teachers dig through those textbooks. We made sure that

[12:24] - they had time to teach units from those possible textbooks before we spent a load of money buying those

[12:32] - textbooks. So another thing there are PD shares. What's been brought back from HRS trips? What podcast,

[12:40] - what things that that group of teachers

[12:44] - Soul focus might be math or social studies. What are things that they can bring to talk to each other

[12:50] - and to help each other grow? Common NASOT goals. One of the things that we did this year, this is a

[12:57] - snapshot model of our new art and science of teaching. It's kind of our bread and butter when we start

[13:03] - looking at how we teach and what we do on a day-to-day basis in classrooms. This year we took our grade

[13:10] - level chairs,

[13:11] - and our department chairs and got them together and said, hey, what are the top 13 or 14 elements out

[13:17] - of this book that makes sense for what we do at the junior high? And what that's really done for not

[13:24] - only my teachers, but also for me as a principal and an evaluator, is now instead of trying to learn

[13:30] - and memorize and be a master of 43 elements, it's cut it down to 13 or 14.

[13:36] - The other thing that's done, as I know right now, number 16 on that list, highlighting critical information,

[13:43] - is four of my six social studies teachers goal for the year. That is going to be their focus. So I know

[13:50] - that I can bounce in and out, I can see that happening, but on the third Wednesday of every month, they

[13:57] - can bounce ideas off of each other. Every other Wednesday that we have available,

[14:02] - We allow for our teachers to work together. We have two content teachers for math, for social studies,

[14:09] - for science, and for ELA in every grade level. We want those teachers to work together to determine

[14:15] - common essential standards. A lot of those are already set by the state. Create common formative assessments,

[14:22] - determine tier two instruction, refine what they're doing every day in the classroom.

[14:32] - With all three of these, the hardest thing to do is give everybody a common purpose. So we use this

[14:39] - highway right here that kind of helps keep us on track in all of these meetings. There's a hidden fifth

[14:46] - line that we'll talk about. But when we look at this, the first one on the far left side is curriculum.

[14:53] - And we're refining and reflecting on our scope and sequences. On our assessments, we're reviewing questions, data,

[15:01] - developing CFAs, instruction, we're focusing on that new art and science of teaching. We're really looking

[15:07] - at how and what did you do to get the results on that assessment? How can I reteach and make sure my

[15:13] - students really get it? When we look at achievement, we're looking at celebrations, remediations,

[15:18] - interventions, incentives, and the last one that we've

[15:22] - We try to use as an off ramp because once you get into housekeeping, you could be stuck there forever.

[15:28] - But that's where we're planning field trips and we're delegating day-to-day work and some of that stuff

[15:34] - that has to be done, but we wanna keep to a minimum. We wanna try and keep that hour as focused on those

[15:40] - four lanes that you see in front of you as we can. Our grade level partner meeting notes. This is a

[15:46] - live document that I've screenshotted.

[15:50] - is from our seventh grade teachers, our seventh grade ELA teachers. It's kind of small up there, it's

[15:56] - kind of hard to see, but we have some directions on that document. You can't really see the dates, but

[16:02] - that is from the 26th and the 9th, so August 26th and September 9th. That will get updated tomorrow.

[16:08] - But on there, you're going to see as it kind of worked down, those teachers are creating a quiz that

[16:14] - assesses and what you want it to assess, because if this is a math lesson,

[16:19] - you wanna make sure that if you're asking a story problem, that you're not assessing comprehension,

[16:25] - that you're actually getting students to pull the math out of that. So making sure those assessment

[16:32] - questions are on level and assessing what you want is a very tedious task. There's action items on there

[16:38] - so that the teachers know what they're expected to do and what they're going to be doing in the next

[16:44] - week or the week after.

[16:47] - One of the things that's important on there is there's a section for questions for admin. Tomorrow,

[16:53] - we're going to be in department teams. The following week, let me back up, tomorrow we'll be in department

[16:59] - teams. That's five different teams. I can bounce around to each of those and make that happen pretty

[17:05] - easy. The following week when we are with our content partners, there's going to be approximately 16

[17:11] - meetings going on at one time. That gives me about seven minutes per meeting

[17:16] - if I can just teleport into the room. That leaves me no walking time. So to say that I'm in the meeting

[17:23] - when teachers have a question, maybe. And if I need to devote more time to one team than another, somebody's

[17:30] - gonna get bumped. So what this does is allow the teachers to ask me questions, ask Mr. Siglin questions

[17:36] - on the document. And the great thing about that is it holds us accountable that we have to check the document

[17:44] - It also means that we're checking the documents, so they're getting their notes in. Down at the bottom,

[17:51] - we talked a little bit about, hey, we're going to come back to flex and what some of that means. We're

[17:58] - going to get into some of the details of this. When we start looking at numbers, sometimes it makes

[18:05] - your stomach want to churn. Sometimes it's really great. But at the bottom of that spreadsheet there, you see,

[18:12] - four tabs at the bottom, one that says agenda notes, ES1, ES1 data, ES1 data richie. What those are

[18:21] - is where we collect and look individually at every student. So I know that ES1 stands for essential

[18:30] - standard one. We give our teachers a lot of autonomy to where they can put in the exact standard or

[18:38] - they can label it ES1, ES2, ES3.

[18:41] - Those tabs on that page are going to grow as they assess every essential standard. What this shows me

[18:48] - here is a lot of things. I took names out of this. This is again a live sheet. But what you can see

[18:54] - here, students that are green did very well on the assessment. They met a certain threshold. Students

[19:01] - that are yellow, they're somewhat on the bubble. Students that are red, I'll let you guys make that

[19:07] - assumption. We know where they're at. But how this helps us.

[19:12] - This tells us right here where our students are, individually, by name. It's not a percentage. I know

[19:19] - from this, those red students most likely need to come into our flex time, that time where we do remediation.

[19:27] - Those students who are green, they probably have the option to go into some enrichment. Those students

[19:35] - who are yellow, they might just need a refresher. They might just need some extra time to practice.

[19:43] - So what this does is our teachers spend a lot of time going over those notes and they spend a lot of

[19:50] - time getting in here and setting up these spreadsheets to make sure that our students are looked at

[19:56] - individually. Individually is where we wanna go. This next slide is difficult for me. It doesn't necessarily

[20:04] - show the greatest parts of Edgewood Junior High, but it's the truth. So I'm not gonna back away from it.

[20:12] - Preliminary scores have us, preliminary, these aren't final scores, have us at somewhere around 39%

[20:21] - on our seventh grade ELA iLearn scores. Now, if we're talking baseball, 39% is a really good batting

[20:29] - average. We're not talking baseball. Here's what I know. 15 students came within 10 points of the cut

[20:38] - score in ELA.

[20:41] - That cut score was around 490. When we do the math, that 10 points equals about one question. We had

[20:49] - 15 students within one question of app proficiency. That would have been a 7% swing. We know those students'

[20:58] - names. We know who they are. That number goes up even more when you look at the students who missed

[21:06] - two questions.

[21:10] - Originally looking at 39% makes my stomach churn. Knowing that we have 25 to 30 students within two

[21:18] - questions gives me hope, gives me a lot of promise. And I know who those kids are and they can do it.

[21:27] - 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,

[21:35] - 100% sure what the state averages are.

[21:39] - but I know we're really darn close to them. And I know if we were at 46%, we'd probably be well above

[21:46] - them. The next one down, 88% in M class, 135 of our 154 students tested in sixth grade are decoding

[21:53] - words on level. 88%, that is a, that is huge kudos to Mr. Scholl and his team. Like those, they are

[22:01] - knocking it out of the park. That is beginning of the year level.

[22:07] - 19 of those students aren't decoding well, and we have a plan in place for them. What we're looking

[22:14] - at right now, and this is a huge growth area for the junior high, 58% of our students, 89 students struggle

[22:21] - with fluency. So think about reading any one of those lines above there backwards. All the words are

[22:28] - spelled backwards. And that's how our students are trying to read and put together those words.

[22:36] - and then answer a question about them. Pulling this back to our teams, our sixth grade team is now able

[22:43] - to go back and provide some help and some simple strategies to the entire sixth grade staff to say,

[22:50] - hey, when you read instructions, we want you to do a choral reading. We want you to read it, we want

[22:57] - them to read it, and then we want you all to read it together.

[23:02] - A simple tactic like that helps to improve reading fluency and will make a big difference, especially

[23:09] - when kids are doing it all day long. That's why it's important for us to have the time to dig through

[23:16] - these numbers and get to individual students and understand individually where we're at. Another goal

[23:23] - that we have is to increase our attendance rate by 2%, taking us from 94 to 96%. That sounds like a lot.

[23:31] - But when you break down the numbers off the chronic absentee list, that's two or three students. We

[23:37] - can get together again with our grade level teams and our department teams and find those students and

[23:43] - make a plan for them. Start reaching out, start building those connections, start connecting those students

[23:50] - with school. Coming back to our tracking sheet, when I look at this, I can do a lot of things here.

[23:56] - I look at that first class, the one that has several red in it.

[24:00] - And I know I'm going to have to figure out what I did from first period to sixth period, the one on

[24:06] - the far right. Demographics look fairly similar, but the grades look completely different. So as a teacher,

[24:12] - I can look at that with my grade level partner. I can also go back and vertically look with my department

[24:19] - team and say, hey, these individual kids struggled here. Where were they with you?

[24:28] - It helps us decide where the priorities are when it comes to our flex time. Maybe those kids that are

[24:35] - red are red everywhere, not just in this one class. Now as a grade level team, we need to decide who

[24:41] - gets that student first. Where does that priority need to lie? Again, without the time that you guys

[24:48] - have awarded us, we don't have time to make those decisions and do those things.

[24:59] - Wrapping up, I'm not saying all this, the last few slides were very negative. At least I felt that way.

[25:06] - But my number one thing is we absolutely value that time. And for those parents who feel that inconvenience

[25:14] - 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

[25:21] - individually. It's really important to us. Without that uninterrupted time, I don't know how we manage

[25:28] - everything that I was just able to present there. Last thing, I just want to say, our teachers really,

[25:35] - really appreciate that time. And it's extremely useful. So again, year and a half ago, you guys made

[25:42] - a decision to help us out. We appreciate that. Thank you. Next time I'm up, Edge Media will be here,

[25:49] - and we're going to talk about pathways a little bit too. So if you guys have any questions, feel free

[25:56] - to shoot them at me.

[25:58] - Any questions? I appreciate the data and the sharing, the nuts and bolts of how the Wednesday mornings

[26:07] - are operating. And take care on the right track. Thank you. You are bringing in the instructional aides

[26:15] - as well. The instructional aides, they're part of the teams also, correct? Instructional aides are,

[26:24] - and they get filled in later on, but this time,

[26:28] - because of how we have to kind of work hourly employees, we try to keep that time to just our certified

[26:35] - staff, and then our IAs, we- They come in after that? They come in after that, that way we can use them

[26:43] - to work specifically with students. Okay, but your findings are shared with them when they come back?

[26:50] - Yes. Okay, and out of that red, is there a way

[26:53] - indicate whether those are some inclusion students or not? Yes. So on that list. You have a way to track

[27:01] - that. Well, and that's the thing. And I didn't go much into it. There's a couple lines right there in

[27:07] - the middle. If you notice that second green column is pretty narrow. The first and the third one, there

[27:14] - are some acronyms in there. We have WIN and IEP. So that designates the students who are already receiving some help

[27:23] - alongside. Thank you. Yep. I think this is very, very helpful and illuminating. And I'm very impressed

[27:35] - at the amount of work that you fit into that hour on Wednesday. So I really appreciate the hard work

[27:47] - that you and the teachers put in and your staff.

[27:53] - Getting getting this much work in In that short period of time and it's it's one of those things even

[28:04] - you know with a half hour You sit down and you blink and you feel like it's over We blink twice in an

[28:15] - hour Good work. Thank you. Thank you Now we'll move on to our

[28:23] - consent agenda. We have approval of minutes from our August 18th regular board meeting. We have for

[28:31] - financial, we have our treasurer's report from August 2026.

[28:37] - And Mr. General, our claims, please. Thank you, Mr. President. We have gross wages, many payroll on

[28:47] - August 13th, 2026 for $373.75 for gross wages on August 14th, 2026, $720,037.12 for gross wages, many

[28:57] - payroll on eight 20, 2026, $487.50 for gross wages, many payroll again,

[29:05] - $786.48 for gross wages on 8-28-2026, $845,155.77 for gross wages mini payroll on August the 29th, 2026

[29:20] - is $157.25 for a total in that area of $1,566,992.87.

[29:28] - For vouchers, pre-claims and pre-pays, August 1, 26 to August 31, 26, $1,133,226.63. For claims and

[29:41] - regular vouchers, September 15th, 2026, $709,412.12. For total and adder, $1,842,638.75 for grand total.

[29:56] - $3,409,631.62. Thank you, sir. Thank you. Next, we have personnel, resignations, renewals, or resignations,

[30:08] - retirements, non-renewals, leaves, and terminations, C1 through 18, and appointments and transfers,

[30:20] - D1 through 45. There are some student

[30:25] - employment for educational purposes. But again, we do not list for privacy purposes. I'm happy to report

[30:35] - that there are two donations. One is for student supplies from CEMTRA. Greatly appreciate that. And

[30:45] - there's also a donation of $200 in books to the EPS library from Dr. Vivian Orenstein. I remember

[30:55] - in law school, if I remember right. So we have a motion on the consent agenda. I'll second. Moved and

[31:08] - seconded. Any discussion? All those in favor say aye. Aye. Opposed? Motion carries. Thank you so much.

[31:20] - Next, we have some informational items. Our first is a presentation of the Edgewood Student Services

[31:27] - and some updates, and we have Brittany Strong with us to go over that this evening.

[31:55] - Good afternoon, everybody. I'm Brittany Draw, and I am the person with the honor of leading our student

[32:03] - support team here at RBB. I am here with one of my colleagues and very best supporting people, Dr. Hanna

[32:10] - Kassab. And we, sorry, I should tell you what she does. She is a supervisor and grant coordinator on

[32:18] - the IU side of our mental health team.

[32:21] - So we work really closely together whenever we're doing projects, coming up with interventions, all

[32:29] - the things. So she was nice enough to join me today, definitely for moral support, but also to help

[32:36] - me click those slides. All right, so today I'm excited to walk through this presentation about transforming

[32:44] - student wellness through an NTSS structure.

[32:48] - For the next few minutes, we're going to look at how we move from a reactive support to a proactive

[32:53] - framework, one that ensures that every one of our students is getting the exact level of care

[32:59] - and intervention, that they need to be successful.

[33:06] - going to be looking at understanding MTSS, which is a multi-tiered system of support, to support our

[33:14] - students and also how we identify students and select different evidence-based interventions for them

[33:22] - while they are at school and in our care. So kind of to start off, we wanted to look at the Indiana

[33:30] - statistics. So we took a look at the Indiana Youth Risk Behavior Survey.

[33:36] - And through the students that were surveyed in the state of Indiana, 47% reported that they had persistent

[33:44] - sadness or hopelessness on a regular basis. This is really problematic because the other stat that is

[33:51] - also concerning is that one in four of our students in the state of Indiana have experienced suicidal

[33:58] - thoughts. Whenever we look at these kind of statistics, we have to look at this and realize that

[34:06] - that this is an epidemic that we need a response to. And we can start gathering some baseline data through

[34:14] - different observation in order to get the ball rolling here in RBB. And that's exactly what we've been

[34:21] - doing and what we've been working towards for years with your support. We can do that through a universal

[34:29] - screener. So here at RBB, we utilize the student wellness teacher rating scale.

[34:35] - This is not a diagnostic tool by any means. What this tool is is gives us a starting point of how our

[34:42] - students are doing in the classroom. So whenever we have earlier identification it also means that we

[34:49] - are able to have the opportunity to provide earlier support. So this data includes teacher insights

[34:56] - which means that our students outcomes are stronger because our teachers know our students really well.

[35:03] - And so when they're sitting in the classroom and we're asking them to complete a 10-question survey

[35:10] - on how students are performing in their classroom, they're the first ones that can tell when a student

[35:16] - is off. So the questions that they answer are like, does the student engage with others in your classroom?

[35:26] - engage in the material. So we're looking at some very simple basic questions, but questions that can

[35:33] - help us to figure out where a student lies and their level of support. Again, this is just one data

[35:39] - point. This isn't a solve all by any means, but it is a really great place to jump off. So through,

[35:46] - we're looking at data from the spring of 2026. And using that sweater's data, we were able to note that

[35:52] - 181 students in the elementary school were

[35:55] - were noted as high risk or a potential for high risk. And we had 74 in the secondary schools. Whenever

[36:03] - you get this kind of information, you can go to the next slide. Yeah, it can kind of feel like a chaotic

[36:11] - closet, like truly. You elicit this information, it comes in and it becomes really overwhelming because

[36:19] - oftentimes we have to ask ourselves

[36:22] - OK, now that we know that there's a potential here, what do we do with that? So what we want to do is

[36:29] - to take the system that we have and that we've been getting in place and continue building it into that

[36:36] - multi-tier system of support. It will take like the disorganized closet and make it into a really nice,

[36:43] - pretty organized place where we can quickly find the resources that we need.

[36:49] - MTSS allows us to connect what we're already doing into a sustainable framework. And that means that

[36:55] - we have the observational data as a baseline. Then we can then funnel those who are identified through

[37:02] - this through a different measure to help determine their level of need. Stay right where you're at.

[37:12] - For this to work, we have to know the story of the data and what it tells us, and we need clear communication

[37:20] - and coordination, and all of that must be supported by a strong leadership, which we have had time and

[37:27] - time again here at RBB through our administration, through our school board, which makes the work that

[37:34] - Student Services provides on a daily basis in our buildings possible. We have to be able to have a commitment to

[37:42] - acknowledging, noticing, and supporting behavioral health to allocate the appropriate staff to respond,

[37:48] - and then also maintain funding to keep everybody on our team and providing the level of care that our

[37:55] - district proves a need for. Again, the really great news here is that RBV is full of leaders who support

[38:02] - this work, and we're able to continue to do the work day in and day out with your support and able to

[38:08] - share some of these

[38:10] - Statistics with you that I'm going to share with you today Whenever Jen had asked for me to present

[38:17] - at the board meeting I was trying to wrap my head around where is a starting point because I also know

[38:25] - that upon my hire Brad Tucker came up and he asked me a question about like the roles and the

[38:32] - responsibilities of Student Services and just kind of wanted to know some clarity around that

[38:39] - And I felt like that was a really big maybe missing piece that we had was being able to be visible and

[38:46] - known throughout our community for what we do here. And I think that that question from a board member

[38:53] - helped me to see that there is a gap in you know kind of showcasing in a sense who we are and what we

[39:00] - provide. So then I thought it would be a perfect time to be able to come to you to talk about our MTSS

[39:06] - model because

[39:08] - You guys are used to this, or most of you are used to this, seeing it in the classroom, because this

[39:15] - is what we do all the time for academics. Like Mr. Richler was talking about for math or ELA when there

[39:21] - are deficits and things of that nature, we have tiered responses that we're already doing. Now having

[39:27] - the opportunity to expand our student services team as we have been able to over the last few years

[39:33] - allows us to align ourselves with that same model and mission.

[39:38] - So here's the basic multi-tiered system of support. And much like a classroom, we use this framework

[39:45] - at the tier one. Tier one involves every person. This is universal. This is part of our social emotional

[39:52] - learning curriculum. This is part of our wellness initiatives. And then whenever we realize that number

[39:59] - one maybe isn't cutting it with a certain population of students, we go up to tier two where we are

[40:05] - able to provide

[40:07] - targeted interventions to a group of students. So this might look like small groups. This might look

[40:14] - like some short-term solution-focused counseling. And again, if we are doing these things with these

[40:21] - students and start to realize that we are still missing something with our students, that it's still

[40:28] - not getting the momentum that we were hoping for, then we're able to look at that tier three more intensive support.

[40:37] - Again, without this type of model, things kind of feel a little chaotic and crazy, but being able to

[40:43] - follow this model allows us to take the personnel, I'll have you go to the next one, that we have in

[40:50] - place and fit us right into that tier. Just like we have math, science, social studies, and how they

[40:56] - respond to the data that they collect in the classroom, we now are also able to do the same thing. So

[41:03] - you'll see up here,

[41:04] - where we start to differ in the student services arena, so to speak. So when you're looking at that

[41:11] - tier one and the counselors and teachers, we're really doing those things every day to reach every student.

[41:18] - Then you're gonna notice that whenever we are at our capacity in that space, so as teachers or as school

[41:25] - counselors, then we will refer to a next tier. So for us here at RBB,

[41:31] - That looks like counselors may be leading some of those interventions, but we also tag in our school

[41:38] - psychologists in training, which are the people that we have on our team through one of the grants that

[41:45] - we have established. They are an integral part of our team. They host our groups. They support our teachers.

[41:52] - And are able to bring a different set of eyes and ears to the interventions that we have because again

[41:58] - counselors and social workers even though we have a common ground with Mental health focus. We also

[42:03] - have a different lens in which we see things The same holds true whenever we move up to the tier three

[42:09] - That's where you're gonna see when we talk about our social workers in our buildings. This is where

[42:15] - they're functioning They are functioning with that top high need high risk five percent of our population

[42:21] - So we have our social workers. I put our school psychologists in there as well because as part of our

[42:27] - special education team we have school psychologists that are involved in those evaluations and such.

[42:33] - You can consider them a tier three in that like academic world. So I did want to include them because

[42:39] - they're also pivotal part of what we do each day. And then also I added up their center stone because

[42:45] - center stone as you may already know works in our building.

[42:49] - as well, and we utilize them as if they're a part of our teams, just like we do with IU and our RBB

[42:56] - staff. So really, what we want to showcase right now is just that intention of being more visible as

[43:04] - a cohesive team and working alongside each other. I won't spend a ton of time on this for the sake of

[43:11] - time, but this I just tried to show you in another way to show the differences between those

[43:19] - roles and responsibilities. So when you think of counselors and you think of that universal support,

[43:24] - you're thinking of development of your programming, your prevention, your intervention. You're looking

[43:30] - at academics, college and careers, and social emotional. When you're looking at school sites, you're

[43:35] - looking at that intervention, but also with the consultation and with the behavior data that they collect

[43:41] - and bring to the table. That isn't always a strong point of a school counselor.

[43:45] - And then whenever we're looking at our social workers, we're really digging into those barriers and

[43:51] - we're digging into family systems and bridging that gap between home and school. They bring a certain

[43:57] - set of skills and knowledge base that the other two people or persons in these categories don't bring.

[44:03] - When we bring these three people together, we're actually able to serve a whole student through various

[44:09] - lens and that in and of itself is

[44:13] - a true gift when you have that many people to be able to look at a student and then you're able to respond

[44:21] - to their need in a very well intended way. That is a gift that we have here at RBB because of the programming

[44:29] - that we have in place. Now I'm not going to like go through every single one of our providers but I

[44:36] - did want to showcase just the

[44:38] - the level of talent and commitment that we have in our RBB community with our team members. So I've

[44:45] - broken this up. Our RBB elementary team, you can see up here just how many people that encompasses,

[44:52] - what their roles are. And I just, for giggles, I added what tiers they're most likely to support so

[44:58] - you can see the differences and how it relates to our conversation today. Next, I have our secondary

[45:05] - team. A little bit smaller, but just as mighty.

[45:09] - Next, we have our IU school site. So these are master and doctoral level students that work in our buildings

[45:17] - each day. They're working alongside us. They are providing fresh eyes, new perspectives. We are learning

[45:26] - from these students just as they are learning from us. So this partnership with IU has been and continues

[45:34] - to be a really big important role for all of us in continuing to

[45:39] - to advance and meet the students' needs in a, what do I want to say, up to date in a, like, we're constantly

[45:47] - getting the new information that's coming because of this partnership. We're not going to be complicit

[45:54] - and compliant in our, like, old ways because we have those voices at the table all the time and it is

[46:02] - so valuable to us.

[46:08] - And then I did go ahead and add our Centerstone team up here as well, because like I said, even though

[46:14] - they are not RBB officially, they're very much a part of our team and who we are. These are the people

[46:20] - that work in our buildings. Again, they sit at the table alongside us, they problem solve, they ask

[46:26] - the card questions, they bring in the families just like we do. We collaborate with these people on

[46:32] - a regular basis to make sure that continuation of care is happening.

[46:36] - And what we're trying to be even more intentional about now more than ever has been that duplication

[46:41] - of services because whenever we pay attention to the duplication of services, we're actually able to

[46:46] - better maximize the number of students that we're serving because we're not spending all of our resources

[46:51] - kind of like too many irons on the fire, so to speak.

[46:57] - As we get ready to wrap up, I thought it would be really good to just share just a little snippet of

[47:03] - the data. We can go really far into the data to show you, to really showcase what these amazing people

[47:09] - do. But for the sake of time, we're gonna look at the primary and the intermediate school to get an

[47:15] - elementary lens. We're looking at the spring of 2026, so that same data that you saw with the sweaters,

[47:22] - universal screener. In that 15 weeks of time,

[47:25] - our providers, so those four providers, had 1,200 student interactions. I say that because that is just

[47:33] - the documented interactions. Those are not all of your touch points that these people are getting with

[47:41] - other students throughout the day. This is not accounting for lunch and arrival and just being in the

[47:48] - hallway and stopping into music. Of those provider interactions, 45 and a half

[47:55] - of those interactions were directly from internalizing behavior. So these are situations where students

[48:01] - themselves may have a feeling and they're seeking out the counselor, but this is also where our teachers

[48:08] - are reaching out for help and for support and our providers are responding and they're making a difference

[48:14] - in our classroom by supporting our teachers and our students. I thought it was notable to also look

[48:21] - at how much task avoidance that we see in elementary.

[48:24] - counted to 15.7% of all of those interactions. What a great opportunity for skill building and working

[48:31] - with these students on how you do school, you know, how we interact with our friends, how we self-regulate.

[48:38] - The other important thing to note is that so many of these interactions were documented and able to

[48:44] - be resolved in 15 minutes or less.

[48:47] - The reason why that is important is because if you have a solid Tier 1 foundation, then your Tier 2

[48:53] - and Tier 3 are much smaller. And I took the graph out and now I wish that I wouldn't have. But we had

[48:59] - a graph up there that showed you how big our Tier 1 was and how much smaller our Tier 2 and Tier 3 was.

[49:06] - And it just again shows that what we are doing here in RVB is working.

[49:15] - I also added up here for the junior high, just so that you could see, students themselves refer to us.

[49:22] - So I wanted to give you a view of what it looks like when our students have the autonomy to speak up

[49:29] - and advocate for themselves. So in that same 15-week timeframe, we had 368 students who signed up online

[49:37] - by themselves to ask to speak to one of us. So over that time, a quarter of those are

[49:43] - signing up to see us for personal life things. This is things at home. These are friends things. They're

[49:49] - seeking out that support to help them feel better so they can get to their learning in the classroom.

[49:54] - Another like kind of thing that stood out to me is one in about every four of those entries involved

[49:59] - a safety risk. So these are students who are proactively seeking support for how they are feeling or

[50:05] - how a friend of theirs is feeling. This allows us to provide that early intervention.

[50:13] - Basically, and I'm wrapping it up, basically all of this, and you can go to the next one, shows us that

[50:20] - when we have this MTSS system working for our student support teams, we are able to reduce our disciplinary

[50:26] - referrals, and the data will show that we're able to increase our academic engagement by our students,

[50:32] - and that includes our at-risk students who sometimes have a really hard time engaging. It also helps

[50:38] - our students themselves improve their regulation and coping skills through all the tiers.

[50:44] - And it also has been reported on numerous studies and personally that whenever these things happen and

[50:51] - they work as they should, teachers are reporting lower incidences of just overwhelm and burnout because

[50:57] - they have more confidence in the classroom because students can regulate themselves giving them the

[51:04] - time to put their energy into teaching.

[51:10] - So moving forward, our team is going to continue to build and redefine this cohesive model across our

[51:16] - district. We're continuously defining our supports, our roles, and our responsibilities. So we are maximizing

[51:24] - those targeted high impact student interactions. We really have to focus and will continue to focus

[51:31] - on sustainability as our top priority. Our schools rely on these dedicated providers to maintain our

[51:37] - positive outcomes.

[51:39] - And we want to be able to keep this momentum going year after year after year. And it takes us sustainability

[51:47] - to do that. While we could continue talking about all the great things here at RBB, I realize that time

[51:54] - is of the essence. So we're going to save the rest of this presentation and hopefully present to you

[52:01] - again here soon to be able to go over grants and go over initiatives and really dig into that as well.

[52:09] - because we're making a lot of really great progress at RBV. And we can do it without you. So thank you.

[52:14] - Any questions for me? So the last thing on the screen says come see us at the showcase. Yeah, come see

[52:20] - us at the showcase. Where are you going to be? We are going to be in the wellness hallway at the junior

[52:25] - high. And I added the shirt that we designed and we will all be wearing. We are very excited about our

[52:31] - team shirts. This is the first time that we have done this. We are excited.

[52:38] - caring, daring, preparing. We all know caring, daring, preparing, but what I love is that they took

[52:46] - that. Yeah, so we took it just in order to make it, you know, kind of, you know, feeling like counselors.

[52:54] - Caring through connection, daring through advocacy, and preparing for lifelong success. So, that is

[53:01] - our presentation. Can you go back to that first triangle of life?

[53:07] - The first triangle. The three tiers. MTSS. Right, so. You went with the actual intervention. This is

[53:15] - the time to change your PowerPoint, but I just, I'm thinking it through the math on this. So if you

[53:23] - got 2,700 kids, tier two is 270 kids up to three, three and a quarter. Tier three is about 27 to 80

[53:31] - kids, correct? I'm not.

[53:33] - I told Jen earlier, I'm a feelings, not a number of person. But I'll go with that. Well, I understand.

[53:40] - But I want people in the community to understand the number of people that we have in all these support

[53:47] - roles is on top of the classroom teachers and the instructional aides and so forth. Our legislators

[53:54] - need to understand that too. And you use the word sustainability.

[54:00] - That's the grants that the corporation has been blessed with from the work of everyone here. If we don't

[54:06] - have those grants, we can't do this. And I worry about that for the future and the sustainability. So

[54:12] - I appreciate the partnership with IU. Keep up with us with grants. And I will encourage you to hopefully

[54:19] - you're sharing this with each individual school.

[54:23] - Well, this is the first of those. They need to see this. But we will. They don't see the big. Our plan

[54:28] - for this year is to really dig into our outcome data and show all the cool things that have come out

[54:33] - 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.

[54:39] - And you take. Yeah, this is kind of our first year at the preschool. Right. You take tier one, and you

[54:44] - mention counselors and teachers. Well, I want to throw in.

[54:47] - You got your SROs, you got your custodians, you got your bus drivers, you got your structural aids.

[54:54] - Everybody has, the village helps with this school. And this is some great things to show the community,

[55:01] - but they don't know about this. And it's probably too quick to do it before the showcase, but it'd be

[55:08] - cool to have this to share with people what goes on. And I've learned tremendous amount today about

[55:14] - the number of staffing we have.

[55:17] - Even those IU students that are coming here, they're not on the payroll, correct? Correct, no. But we're

[55:23] - using their skills to help us, and that partnership is tremendous. Yes, and that's why it's, I mean,

[55:29] - again, I can't reiterate enough how much we learn from the students themselves. They bring so much to

[55:34] - the table, fresh eyes. Right. It really is a really great partnership, and one of the things that we

[55:40] - had our very first all-district

[55:42] - student support team meeting today and we talked a lot about visibility in one of our goals and so we're

[55:48] - going to be doing more things about being out because we acknowledge that you know we do all these great

[55:53] - things and nobody knows that we're here.

[55:55] - So you'll notice if you get the emails starting in August, counselors at every building put in like

[56:01] - a counselor corner so that we're trying to showcase who we are. We're giving tips and tricks for those

[56:06] - people at home that they can use that coincide with some of the strategies that we use here at school.

[56:12] - So then we can again bridge that gap between home and school and provide consistency. We know that kids

[56:17] - need consistency. And the more that we provide that for them here at school, the more successes,

[56:23] - opportunities we're giving them.

[56:25] - And we haven't even thrown in the occupational therapist, the speech therapist. We've got so many different

[56:31] - of these resources going on. And the last vision, I'll be quiet, is I love the two closets, because

[56:37] - the one on the left, that's how my brain has worked the last couple years. I have no clue who does what,

[56:43] - because we've got great grants coming in, but nothing's organized. So I pray that we're going to get

[56:49] - to the closet on the right at some point and keep getting that.

[56:52] - where everybody knows where everybody goes. Absolutely. I think that the benefit of you guys being open

[56:58] - to a position such as mine is what is allowing the time and the space for us to do this. The great thing

[57:04] - about this is this braiding initiative isn't a new term whenever it comes to MTSS. The beautiful thing

[57:10] - about having a position such as mine, which I love, by the way, every day, I love, we are able to just

[57:16] - take the things that we're already doing really well and organize them.

[57:20] - You know, so we're not duplicating things. We're not finding like, oh, you're using this resource. You're

[57:25] - using that one. If we do this one, which we're going to talk about a little bit later in the board meeting,

[57:31] - if we all use this one, we can have a common language in that continuation of K or pre-K all the way

[57:36] - to 12. And that's what our students mean. OK. And Mr. Tucker, your comment about all of these people

[57:42] - pushing together to support these kiddos and their needs, I think it goes back to Mr. O'Neill's question

[57:47] - about how much money is spent on special ed.

[57:50] - It's not black and white and that's the hard part because you can't just pull these little pieces out.

[57:57] - 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

[58:04] - through that and we can show you some of those pieces. But it really is that tier one is every single

[58:11] - person and it includes our board.

[58:13] - because we couldn't do what we do at tier one without the board recognizing the needs that we have and

[58:20] - putting those in place and approving not just funds for those, but approving positions and all of those

[58:27] - things. So that is work that we do starting at the board, like you said, all the way down to the first

[58:34] - person in the kid OC when they get on the bus in the morning, the bus driver. So it's huge. It's absolutely

[58:41] - huge what we do here.

[58:43] - back to Mr. O'Neill's question, spending per student, what, it's about $7,800 a student, we get reimbursed

[58:49] - from the state now? That's what we get reimbursed, yes. About $7,800 per student, but that doesn't even

[58:54] - come near enough to cover what goes on here. This is where those grants have helped out. Yeah. And again,

[59:00] - I thank you guys and the whole community for doing the grants. That's been awesome. Yeah. We're honored.

[59:06] - Thank you. Thank you. Thanks, ladies. I think one of the things in the outreach, too, letting people know,

[59:12] - If they have a concern, how they can reach out, where they can go. I'm so sorry. I didn't realize you

[59:20] - were talking to me. In your outreach to the community and parents and teachers and so on, letting them

[59:28] - know if they have a concern, where they should go.

[59:32] - who should they should go to with that concern, who should they bring it up to, where, you know, so

[59:37] - it's great to have these services that also you need to know where you can tap into them. Yes, and that's

[59:43] - actually one of the things that's also in the works. I've coordinated with Brittany Tucker for a counseling

[59:48] - part of our website so that families there will hopefully, it's going to take a while, but have an area

[59:54] - for families, for students, and for teachers to be able to have all of our

[59:58] - resources available, not just resources here at RVB, but also resources that we're aware of in the community,

[1:00:06] - that people that need some resources that may not feel comfortable reaching out, that they can go somewhere

[1:00:13] - from their kitchen table and seek some support. So yeah, that's in the works too. That's awesome. Thank

[1:00:20] - you so much. Thank you. Thank you. OK. The next item on the agenda number nine will be postponed till next

[1:00:28] - And so then we will look now to our storm damage report. Hey, okay. I was sorry about that. Okay, so

[1:00:39] - back up to number eight. We have a presentation of the outstanding design award. Dr. Sanders. Yes, I

[1:00:49] - like to introduce my good friend, Randy Taylor, who is

[1:00:55] - Currently with Lancer Associates. Now, Randy and I worked at Martinsville in central office for a dozen

[1:01:06] - years, I think. But Randy has been teacher, principal, assistant superintendent, and he retired from

[1:01:16] - being superintendent at Mooresville schools. And Randy is, like I said, a good friend, but also

[1:01:25] - has been a good mentor to me. I've learned a lot from him over the years. But Randy is here to present

[1:01:33] - 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

[1:01:40] - before we get going for the presentation. In 1960 and 69, I was part of the boys basketball team. And

[1:01:48] - on that basketball team, we played a tour in high school.

[1:01:52] - And Edgewood had a player, Clarence Figg. And we were so good defensively, we held Clarence that night

[1:02:00] - to 42 points. It was quite a battle that night. So I just want to know, I still remember some of that.

[1:02:08] - 42 points. What school? Martinsville. Yeah, so it was quite a defensive battle that night. A lot of

[1:02:15] - points scored. As Dr. Sanders said,

[1:02:18] - teachers together in the same school system, we were principals at different buildings, and then we

[1:02:25] - went into central office. I learned more from him than he realizes, and what puts him at the top of

[1:02:31] - the level is he really does care, and I don't have to tell you that. I'm here because I now work for

[1:02:38] - Lancer Associates, which has just finished up, wrapped up a project for Edgewood Early Childhood Center.

[1:02:45] - I was talking to Mr. DeMoss earlier and he thought that possibly this is the third time you've been

[1:02:52] - recognized in schools and university publication for design and the facility is an excellent facility.

[1:02:59] - It means that the design has been recognized throughout the state of Indiana as well as your best bang

[1:03:07] - for your buck. So I'd like to present to the school system and Dr. Sanders a plaque to be placed for the early

[1:03:38] - compliments about our early childhood center, not only the facility, but more importantly, the staff

[1:03:46] - that worked there. And I always tell them they have the best job in the school corporation. Every time

[1:03:55] - I go down there. Now granted, I always head to my grandchildren's classrooms, but

[1:04:02] - they working with our preschoolers is just, I'm sure they have challenging days, but it looks like a

[1:04:11] - lot of fun too. But thank you, Randy. This is a great article, Randy on this. And I want to thank, if

[1:04:20] - I remember right, Dr. Sanders, the first picture was of that, of the trees painted on her.

[1:04:28] - That was Mr. Drew's, wasn't it? Yes. Yes. That was a local Edgewood graduate, all those trees,

[1:04:34] - that painting. Well, and his son. And his son, who was in high school. But the best view out of that

[1:04:40] - building is looking out in about three weeks, looking out over the hillside, those front windows with

[1:04:46] - the cafeterias. That beautiful view. And part of that hallway was painted in the dark because we're

[1:04:53] - trying to get the electricity going as the building was being finished.

[1:04:58] - They do an amazing job. Absolutely. Thank you so much for the design work. And it really came to fruition.

[1:05:07] - And we really appreciate that hard work. Awesome. Now we will skip number nine and go to the storm damage

[1:05:17] - report, Dr. Sanders. Yeah, I just wanted to give the board and the community an update on the storm damage

[1:05:27] - that occurred on our campus from the August 26th storm. I believe it was just mainly high winds,

[1:05:35] - but it sure, if you drove through our campus right after that storm, you would have seen a lot of trees

[1:05:44] - and tree branches down all over the campus. But we did have some damage. Now, it's not significant enough

[1:05:52] - that it's going to reach our $50,000 deductible.

[1:05:57] - but we are in the process of addressing these different issues and I just wanted to give you an update

[1:06:05] - on that. In the bus lot back here, we had a big tree branch that fell on a part of the fence and mainly

[1:06:14] - the top of a school bus and that damage will be fixed in-house. Our maintenance department will fix

[1:06:23] - the fence and also the

[1:06:25] - transportation department will fix the top of the bus, so we don't have to send anything out to be fixed

[1:06:34] - for that. It always makes me nervous when we have damage to the turf, but we had a batting cage that,

[1:06:44] - a portable batting cage that blew from the baseball complex over to the football complex, knocked out a fence,

[1:06:54] - put some gouges into the track and put a gouge into the turf. And then blew across the field to the

[1:07:03] - visitor's side and knocked out a fence on that side. Now, you can imagine how the batting cage looks

[1:07:12] - today. That will have to be replaced. The turf has already been, we did a temporary fix. We contacted

[1:07:21] - the company that

[1:07:23] - that installed the turf, they gave us directions on how to do a temporary fix, and then they sent down

[1:07:31] - a team who did the permanent fix. So the turf is all in good shape now. We're in the process of contacting,

[1:07:39] - working with a company to come fix the gouges in the track, and that has to be done before winter, and

[1:07:47] - so we will certainly get that done.

[1:07:50] - The wind screens that we had on the back of the visitor bleachers, those were torn and will have to

[1:08:01] - be replaced. So we're in the process of getting a new design and getting a quote from the company to

[1:08:13] - fix the wind screens. The pole vault pit is also going to

[1:08:20] - have to be replaced. Quite honestly, that's the most expensive piece that we're probably gonna have

[1:08:28] - to fix. We are gonna look and see if we can repair it first. But if we have to replace it, it's over

[1:08:37] - $20,000. So that's pretty, we're gonna try to repair it. The batting cage I mentioned to you, the fences

[1:08:47] - at the football complex,

[1:08:49] - We're getting some numbers on those. And then the cross-country course had some damage also with fallen

[1:09:00] - trees and also an area that was washed out and they had to put some more gravel down. One of the teachers

[1:09:12] - who takes her students out into the course there for some

[1:09:18] - classes, there's a little path that had some trees knocked down. She asked if we could repair that,

[1:09:28] - and that's being done. If you look at the campus now, you'll see a lot of the tree branches that were

[1:09:38] - pretty much done with picking up those branches, cutting down the damaged trees.

[1:09:47] - We're looking pretty good. We're catching up on it. There's one big tree that fell over by the tennis

[1:09:57] - court that's being cut up now. So we're gaining on it. And we reported all this to our liability insurance

[1:10:08] - company. But if you have any questions, just let me know.

[1:10:14] - Yeah, I'm gonna talk about that in my report. Okay, all right. All right, moving on to our action items

[1:10:23] - for this evening. The first is consideration to approve the contract with Susie's place for body safety

[1:10:31] - training. Brittany Straw will be back up for it. I won't take as much as your time this time.

[1:10:40] - All right, the state of Indiana requires that we provide age-appropriate research-based instruction

[1:10:49] - on abuse prevention, mental health, wellness, and bullying prevention. We are requesting $5,250 to implement

[1:10:59] - the Child and Teen Safety Program through the Morgan Burr Foundation. That is in partnership with Suzy's Place.

[1:11:10] - The reason that we really like this curriculum is because that they have now added a new chapter,

[1:11:17] - so to speak, to their curriculum that includes pre-K. So we truly will be able to be aligned in our

[1:11:24] - programming from our smallest students all the way up to our graduating seniors.

[1:11:30] - I probably don't have to tell this to you, but that is important because whenever we have the common

[1:11:37] - language that we are using with our students, especially whenever they're growing up using the same

[1:11:43] - language, it removes that area of misinterpretation, confusion whenever students are talking about some

[1:11:50] - of the needs that they have. So we wanted to bring that to you to see if this is something that you

[1:11:56] - would like to consider or if you had questions for.

[1:12:02] - Motion? I move approval to put a contract with Suzy's police on body safety training. I second it.

[1:12:11] - Second it. Any questions? Now this does cover them to work with our students pre-k through 12th grade?

[1:12:20] - Yes it does. This also, this quote also includes for us to be able to have a

[1:12:28] - practitioner or trainer of the body safety lessons, one person in each of our buildings for

[1:12:35] - the sustainability of this program so we can start doing the training in-house each year because this

[1:12:43] - contract will go until May of 2027 and then we'll be looking at a renewal, but instead of doing some

[1:12:51] - offsite training, we're able to provide that training in-house.

[1:12:56] - Everybody know my daughter worked for Susie Place. There's no pecuniary interest in the contract, and

[1:13:06] - she is not part of my household, but my daughter does work there. I know that this type of training

[1:13:16] - is very highly specialized, and I would want to make sure that if we were to

[1:13:25] - do it on our own in the future that we are very well trained because the training that goes place for

[1:13:35] - those at Susie's place that does this type of training is so much far beyond anything that they could

[1:13:44] - 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

[1:13:55] - continue with the training might be considered. Yeah, they provide a lot of resources and a lot of support.

[1:14:02] - Last year we asked them if they had interest. Actually, no, they came to us. They were doing a parent

[1:14:08] - workshop on cell phone safety and we accepted their offer to present here at RBB. So that is actually

[1:14:15] - a part of our contract with them as they will continue to do some of those outreaches in the community

[1:14:21] - as we would like them to.

[1:14:23] - So we'll be able to have resources such as that. They share parent communication, toolkits for like

[1:14:29] - parents for conversations at home. And as you know, when you're having these conversations that deal

[1:14:35] - with very sensitive topics, you know, being able to guide those discussions is really important. And

[1:14:41] - even the DOE has Susie's Place and Morgan Burr Foundation as one of the most recommended. So we wanted

[1:14:47] - to go with that, knowing that we can stand behind it.

[1:14:52] - get in disclosure my daughter does work there but I didn't she does not have a pecuniary interest in

[1:15:00] - any contracts and she does you know and again does not live in my household so okay thank you is that

[1:15:09] - sufficient okay all right any other questions okay we have a motion in a second all those in favor say

[1:15:17] - aye aye opposed

[1:15:19] - Motion carries. Next, we have consideration to approve the 2026-2028 Title III Consortium Participation

[1:15:28] - Agreement. And for that we have Jennifer Barrett. Yes, I am asking you to approve the agreement with

[1:15:37] - Wabash Valley Education Center.

[1:15:40] - This is our chosen education center for the Title III consortium. Basically what happens is with Title

[1:15:49] - III across the state of Indiana, every student who is receiving English language learner services receives

[1:15:59] - slightly over $100 from the state to provide services to that student.

[1:16:06] - For example, if we have a student who moves in, like we were just talking about today with Dr. Fishman,

[1:16:14] - who only speaks French, we receive $104 for that student from the state and from the federal government

[1:16:23] - to provide services to that student so that she, or he, can be successful in an English speaking classroom

[1:16:32] - here in Ellitsville, Indiana,

[1:16:35] - anywhere else in the United States. So because we only received $2,884 in Title III funds, we actually

[1:16:42] - don't qualify to keep all of those funds here in-house. You have to have over $10,000 in order to do

[1:16:49] - that. So we put our money, along with every other district in the state that is under that $10,000 threshold,

[1:16:56] - into a consortium. What is great about this is that it allows us to do things that we wouldn't be able

[1:17:03] - to do with the

[1:17:04] - $884 ourselves. We are able to receive professional development at a discounted rate. We are able to

[1:17:13] - put our funds together to receive discounts on products that we would use for EL learners. And so I

[1:17:22] - keep seeing that $104 because it's disappointing.

[1:17:27] - It's nowhere close to what those students deserve and what our district needs in order to educate them.

[1:17:33] - But just like every other student in the district, we're going to make sure that we have what they need.

[1:17:40] - We're going to make sure that we do the absolute best by these kiddos. We just hired a new EL teacher

[1:17:46] - in our district who is phenomenal, comes with 20 plus years of experience. And sitting down with him

[1:17:52] - this week, just my heart swelled because I know that these kids

[1:17:56] - and the teachers who are struggling to teach them are going to be in good hands. So I'm asking you to

[1:18:03] - approve this contract. I wish I was asking you to approve a lot more money, but this is the best that

[1:18:10] - we can do with what we have. I'll move approval of the Title III Consortium Participation Agreement.

[1:18:17] - I'll second. Move seconded. Any discussion? Ms. Barrett, how many students where our EL teachers serve

[1:18:25] - That's a really good question, Mr. Tucker. It's a K-12, right? Yeah, it's K-12. We are nearing 40 students.

[1:18:33] - And I say that because I can't give you an exact number. The reason I can't give you an exact number,

[1:18:42] - and to be honest, it breaks my heart, families don't want to report if another language is spoken in

[1:18:50] - the home because of fear of what might happen if,

[1:18:55] - it is found that there is another language spoken in the home and then people start to question potentially

[1:19:02] - their visa status and things like that. It is really difficult sometimes to get that information from

[1:19:08] - families and a lot of times we don't even know it until they come into the building and we realize that

[1:19:15] - the parents themselves don't speak English. So a lot of times what happens is we can give you an estimate

[1:19:22] - But we are constantly looking for these kids. The SLP at EPS this year started working with two kids

[1:19:30] - who came from MCCSC. Both of these kids had IEPs. And on both of these IEPs, it was not marked that

[1:19:37] - they spoke a different language in the home or that they were receiving any type of English language

[1:19:44] - services. Should they have been, yes. Did MCCSC do something wrong? Absolutely not.

[1:19:50] - These were two families who were afraid to report that. And so we identify that once we start working

[1:19:57] - with the kiddo and we provide those services to the kids. But the incredibly frustrating part is that

[1:20:05] - getting an accurate measure on what that student needs from the very beginning sometimes is a really

[1:20:12] - tall task. So I say roughly 40 simply because

[1:20:16] - I can't give you an exact number. And then in addition to that, we have kids at the high school that

[1:20:23] - speak very fluent English who do not need these services, but yet because they filled out this home

[1:20:30] - language survey when they were in elementary school saying that they were living with grandma who spoke

[1:20:37] - Spanish, we are required to give them those services until they test out on WIDA. And we have students

[1:20:44] - who cannot pass I-Learn

[1:20:45] - let alone WIDA, and it's a pretty high standard. So there's a lot of frustration wrapped up with this

[1:20:53] - program. But I'm proud of the services that we offer here. I know that we're doing the best that we

[1:21:00] - possibly can. And I hope that families know that bringing their children to RBB, even if you don't speak

[1:21:08] - English, your child is going to receive the best services.

[1:21:12] - that we can possibly provide to them. And we will continue to make that better and better all the time.

[1:21:21] - Thank you. You're welcome. I know this may be kind of out there, but are there any of our foreign language

[1:21:30] - students at the high school that may be willing to offer some sort of like tutoring and things like

[1:21:38] - that? Yeah.

[1:21:40] - discussion. That's a really really good idea and I think that's something that we could start to tap

[1:21:46] - into. You know last year when I came to you and our numbers were sitting around 30 students and I asked

[1:21:52] - to take two of our part-time assistant positions and turn that into one full-time position across the

[1:21:59] - district for that ML assistant or that English language learner assistant. We've gained

[1:22:04] - so many students since this year started that we've also had to add another half-time assistant back

[1:22:11] - to this program. So when we look at this and we see that we're getting $2,884 from the state for Title

[1:22:17] - III, from the federal government for Title III, we have a full-time English language learner teacher

[1:22:24] - working with not only our students but our teachers across the district. We have a full-time

[1:22:30] - ML assistant working with these students, and now we have a half-time. And the reason I bring that up,

[1:22:37] - Mr. Kerr, is our half-time assistant that we just hired speaks Spanish fluently. And that is obviously

[1:22:43] - one of the biggest languages that our non-English speaking students speak. So we're really excited about

[1:22:50] - Anna Suchuga coming onto this team, it's gonna make a big difference. She will work primarily with our

[1:22:59] - babies at the preschool and at K2, working with those language barriers that can definitely inhibit

[1:23:08] - academic growth. Thank you. Any further questions? All those in favor say aye. Aye. Opposed? Motion carries.

[1:23:19] - brings us to our last action item of the evening, which is to approve consulting agreement with ESOL

[1:23:27] - Solutions LLC. This one I think you're gonna be excited about. It goes back to Mrs. Straus, her presentation

[1:23:36] - earlier and goes back to Mr. Tucker's comments about we have all of these amazing people and services

[1:23:44] - in place for our kids.

[1:23:47] - But how do we build that framework and really make the system work seamlessly here at RBB? For years,

[1:23:54] - ever since we started receiving these grants, starting with Eli Lilly, moving up to our Tim's grant,

[1:24:00] - our SMART grant, our SEEDS grant,

[1:24:03] - Jen Anderson has been writing and receiving these grants. Jen would be the first one to tell you. She

[1:24:09] - is not a licensed social worker, counselor, any of the things. She's just a really great grant writer

[1:24:15] - that brought in a lot of money to this district, and we're so fortunate. I would tell you the same thing.

[1:24:21] - When I had this on my plate last year, I

[1:24:24] - don't know the things that Brittany knows. And then Brittany coming into this role and our board recognizing

[1:24:30] - this as a need for our district says on the other side of this, I don't necessarily know how to set

[1:24:36] - this up. I don't have that leadership

[1:24:38] - experience or building these systems. And so what we're asking you to approve is an agreement with Esolve

[1:24:45] - Solutions. Esolve has been working with us from the very beginning on all of these grants. They know

[1:24:51] - RBB inside and out and what we are doing and where we're trying to get to. And they're going to be providing

[1:24:58] - coaching to Brittany as she is

[1:25:00] - really building this framework out and we're understanding how all of these pieces work, digging into

[1:25:07] - the proactive piece of this, looking at all of this data, we're asking you to approve the contract,

[1:25:14] - not to exceed $5,000, and this will be paid entirely through our smart grant fees. I move approval of

[1:25:21] - the consulting agreement with ESOL Solutions. I second. Moved and second. Any discussion? Thank you.

[1:25:29] - You're welcome.

[1:25:32] - All those in favor say aye. Aye. Opposed? Motion carries. That concludes our action item. So now we'll

[1:25:40] - move into our reporting. We have the business manager's report first. So Debbie Tate, back up. I'm back.

[1:25:48] - So I've presented you guys with our cash flows for education, debt service, and operations. And it has

[1:25:56] - the August updated totals. We are still on target.

[1:26:00] - with our projections. At the end of this month, I'm planning to update those projections because we

[1:26:08] - now have our insurance elections in with everybody. So I'll be able to have a really solid number on

[1:26:15] - where all that's going to be. And that'll be really nice. But a positive, when I did put the August

[1:26:22] - numbers in, they were very positive. And they're in line with our current just

[1:26:28] - basically just showing the patterns of what we've been anticipating with savings. So we're really excited.

[1:26:36] - That was a good positive thing to see that starting to take place, things we've talked about with the

[1:26:42] - staffing, us sitting down again in our groups, going through every single detail, looking at all the

[1:26:49] - numbers and just making sure we're saving everywhere we can. So it was really positive to see that once

[1:26:56] - we put that in.

[1:26:58] - this month. So, yeah. Yeah. Do you have any questions? No. The instructor has been able to sit in on

[1:27:06] - a meeting or two of those, and it's very informative. And you guys really do a deep dive. And so we

[1:27:13] - really appreciate all your hard work and the team's hard work. Thank you. Thank you. Do we see much

[1:27:21] - of an increase in HSA participation this year from our employees?

[1:27:27] - We haven't got, like, I have to put in those progressions. Okay, okay, I was just, when you said you

[1:27:32] - were plugging the numbers. Yeah, once we get through September, I'll have all of that information, and

[1:27:37] - so we'll have a better idea of where everything's at. Okay. And I think, doesn't open enrollment close

[1:27:42] - October 1st? It's already closed. It's already, yeah. So we're getting all that information. We're waiting

[1:27:47] - currently on the insurance to finalize their numbers with us, and then we'll be able to put those in.

[1:27:52] - Okay, because I know the trust bumped it up, so. And then the new plan starts November 1st.

[1:27:57] - 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

[1:28:04] - everything, but yeah, we're waiting on those final numbers from her insurance right now. Thank you.

[1:28:11] - Yeah? I think we'll excitedly be crunching after she's closing out September, just so we can see. Yes.

[1:28:18] - We want to see the same progression that we're seeing in August. Yeah.

[1:28:23] - Our office has definitely been in celebration mode this week, seeing these numbers come out for August,

[1:28:32] - but we are really excited to see September and see this trend continue and see Paul smile for once.

[1:28:40] - So that would be really nice as well. Okay, thank you. Thank you. Thank you. And so moving to our assistant

[1:28:49] - superintendent's report.

[1:28:51] - Mr. Durnall, I know it's two pages, but I promise it will not take me very long to get through this.

[1:28:58] - I have a really exciting update for you. Mr. Kerr attended a meeting this week at the high school. We

[1:29:04] - met with representatives from the Indiana Career Apprenticeship Pathway, otherwise known as NCAP across

[1:29:10] - the state. We specifically met with reps from BioCrossroads. BioCrossroads entails

[1:29:16] - biotechnology and biomedical. So this is an industry talent association for the life sciences. You've

[1:29:22] - heard us talking about life sciences like crazy around here the last year and a half with the life sciences

[1:29:28] - training center.

[1:29:30] - A lot has happened in the last two weeks and we are actually being, and I put it in bold there, we are

[1:29:38] - being recruited. Edgewood High School is being recruited by NCAP as one of the fall 2027 launch locations

[1:29:46] - for a new pathway for biotechnology for life sciences operators. This has been created.

[1:29:54] - This pathway has been created in partnership with employers across the state of Indiana, biotechnology

[1:30:00] - partners, life sciences partners, I should say, Indiana Workforce Development, and with support from

[1:30:07] - the Indiana Department of Education. What does this mean for Edgewood? These are some big things. It

[1:30:13] - allows us to extend our partnerships, not only with Boston Scientific and Cook Medical, but also into

[1:30:20] - Cimtra and Cingoda.

[1:30:21] - Simtra and Sangota are two industry leaders right here in Monroe County who have signed on under NCAP.

[1:30:29] - So they are one of the, or they are two of the businesses that have signed on there. Boston Scientific

[1:30:37] - has also signed on. Cook Medical, we're getting close. NCAP is getting close to getting them there.

[1:30:44] - But three out of the four companies that we're looking at all fall under that umbrella.

[1:30:52] - We would be the only Monroe County school that is also being offered a partnership with Eli Lilly for

[1:30:59] - their Pathfinders program, which would allow us to receive $20,000 from Eli Lilly to credential a teacher

[1:31:07] - for this pathway and also provide equipment to our facility that we're looking at, that we're building.

[1:31:15] - The curriculum, we've had so many questions about how do we develop this curriculum?

[1:31:21] - We aren't specialists in biotechnology and healthcare and all of that. And so we've been working with

[1:31:28] - Ivy Tech. What's exciting about this is it takes this out of our local hands and it puts it at the state

[1:31:35] - level hands. And so what happens is this curriculum is developed with Ivy Tech and BioCrossroads in

[1:31:42] - mind with high school students. So we're taking Ivy Tech curriculum and we're

[1:31:48] - differentiating that down for high school students and how we know high school students learn. We will

[1:31:54] - have an opportunity for our students in this pathway to earn a minimum of 150 hours of work-based learning.

[1:32:00] - This would meet the employment honor seal and at most 650 hours of work-based learning through

[1:32:06] - an apprenticeship earning the employment honors plus seal, which is gonna be a really difficult seal

[1:32:12] - for students across Indiana to earn and receive.

[1:32:15] - In addition to that, the students who complete this pathway would earn Ivy Tech's biopharmaceutical

[1:32:22] - manufacturing certificate and be able to stack those 18 hours onto an Associate of Applied Science through

[1:32:29] - Ivy Tech. And I think one of the most exciting pieces of this, even going beyond all those things I

[1:32:35] - just said, is that it allows us to continue our partnership with Boston Scientific and Cook Medical

[1:32:42] - because what we will be doing here

[1:32:44] - after the first step of life sciences operator is we're gonna be kind of the guinea pigs across the

[1:32:52] - state of Indiana and they're gonna create a pathway just for us here in Monroe County where we can take

[1:32:59] - biotechnology and we can break that down into two different areas and we can look at what Cimtra and

[1:33:07] - Singota do on the chemical side of that

[1:33:10] - And we can look at what Cook Medical and Boston Scientific do on the other side of that with medical

[1:33:17] - devices. We can combine that into one pathway that our students can complete. And as they're working

[1:33:24] - through those classes, split off into one of those two areas after they get that foundation. What's

[1:33:31] - awesome is that the state is saying, we want to do this work for you.

[1:33:36] - We wanna do this work with you and it allows us to deepen our roots in this project even more. So I'm

[1:33:43] - excited about it. I would love to answer your questions. Mr. Kerr was in the meeting. Obviously I can't

[1:33:49] - have a ton of you in that meeting, more than two at a time.

[1:33:53] - If you're attending the RDC meeting tomorrow afternoon, I'm gonna go through that there as well, and

[1:34:00] - we'll give more details about what that looks like, but happy to talk about that. Mr. Boltinghouse was

[1:34:08] - in that meeting as well. We have a lot of pieces happening right now very quickly at the high school,

[1:34:15] - and it's super exciting. Any questions you guys have about that? Sorry, go ahead. I was just gonna add that

[1:34:23] - This is a great opportunity for our students. And while there can be some additional benefits to some

[1:34:32] - of our students who may actually get picked by some of these companies to be a part of the program,

[1:34:41] - even if students aren't picked to be part of that company's aspect of it, they can still be part of

[1:34:50] - the program and still

[1:34:52] - earn the same status and it's just exciting, you know, that this is the thing that we have been hoping

[1:35:06] - for out of our biomedical, technical facilities that we're putting in place to prepare our students to go

[1:35:19] - who want to to go into the workforce, into skilled positions. It's really exciting. It is. It is. I

[1:35:27] - think Heather Baron Cottle from ROI said it best when she said the state is catching up to Edgewood

[1:35:34] - because we started this work a year and a half ago and we were really on an island out there by ourselves.

[1:35:42] - And now within CAP and the work that the research they've been doing over the last 10 years with the

[1:35:48] - Swiss model and apprenticeships, that research is catching up now to the work that we've been trying

[1:35:54] - to do on our own. And it feels really good to have a little bit of a weight off our shoulders in terms

[1:36:01] - of now we have a model that's being implemented across the state and the state is coming to us and saying,

[1:36:07] - can we partner with you? Well, and it's this group of

[1:36:11] - companies too in the region that representative from that group of companies coming to Edgewood pitching

[1:36:19] - for us to be a part of their program. Not, you know, we're asking them to, hey, can you partner with

[1:36:27] - us? Can you do this? They are so interested in Edgewood that they're coming to Edgewood pitching a sales

[1:36:35] - pitch to us to be a part of their program. I mean, that's awesome.

[1:36:41] - That's awesome for Edgewood. And these first four apprenticeship positions, which we are hopeful are

[1:36:48] - with Simtra and Singota. They're working on those logistics right now. So Simtra and Simgota, if you're

[1:36:55] - watching, know that we are beyond excited, and I know they know that. These first four apprenticeships

[1:37:02] - would not even be offered to other students outside of Edgewood High School.

[1:37:08] - our students are gonna receive the very first four apprenticeships with biotechnology here in this area.

[1:37:15] - So I think it says so much about Edgewood High School and what they've been building, what Edgewood

[1:37:22] - Junior High and Edgewood Intermediate and Edgewood Primary do all the way back and the intentionality

[1:37:29] - that we've put behind these pieces. I get emotional because we're seeing the benefits for our kids.

[1:37:41] - Also this week, maybe last week, they're all running together right now. We received the final approval

[1:37:49] - on our Ready 2.0 $500,000 grant. It has made it all the way through IEDC, which was the last level of

[1:37:57] - approval. If we were working on that project today, we could start drawing on that money tomorrow.

[1:38:06] - So that $500,000 investment is being made into this work right here. And these kids, not only

[1:38:13] - in biotechnology, but in healthcare, which I'm gonna show you some numbers here because it's really

[1:38:21] - exciting. We are going to be benefiting kids with this facility, hundreds of kids in this community

[1:38:29] - for years to come. Long after we are done in education,

[1:38:33] - there is gonna be a benefit to this and it's just wildly exciting what's happening. Okay, so talking

[1:38:40] - about the Pathways student enrollment, Mr. Kerr asked for some updated numbers and I wanted to get these

[1:38:47] - to you. The first little part that you're gonna see there, this is our Biomedical Pathway, Principles

[1:38:54] - of Biomed, Anatomy, Physiology, Medical Interventions. Those numbers just continue to climb.

[1:39:01] - I want to make sure and note that as we have kids coming into anatomy and physiology, not all of these

[1:39:07] - kids are necessarily taking all three of the Pathways courses. Katie Brickman and Caitlin Flood do a

[1:39:14] - phenomenal job teaching that PLTW course, and we have kids signing up for this course simply because

[1:39:20] - they love the teachers, but also if they are in the Principles of Exercise Science Pathway, this is

[1:39:27] - a good class for them to take in addition to

[1:39:30] - a separate pathway there. So you'll see 69 kids in anatomy, physiology. We have three sections of that

[1:39:36] - this year. You'll see that we have 17 kids in medical interventions. You may wonder, why didn't 54 of

[1:39:42] - those kids move on? It's because we have a lot of seniors in anatomy and physiology. So they graduate,

[1:39:48] - they don't have the ability to take that third course. So we're seeing tremendous growth in that pathway.

[1:39:54] - That will be one of the pathways that moves into the new facility.

[1:39:59] - You'll also see the engineering pathway in there. I'm so excited. We added the third course this year

[1:40:06] - as the students asked for. Intro to engineering continues to climb. This year we have 51 kids in intro

[1:40:13] - to engineering. We have 18 kids who stuck with us for principals of engineering this year. And Mr. Beaver

[1:40:20] - is teaching a new PLTW course called civil engineering and architecture. And we have six kids in that

[1:40:27] - course this year.

[1:40:28] - So that's pretty incredible. Our marketing, we know a lot about what we've been doing with marketing.

[1:40:35] - Our kids are out there all the time. We have 30 kids maintaining that marketing fundamentals course

[1:40:41] - and eight kids in digital marketing there.

[1:40:44] - Principles of computing, it's funny how kids just don't hear principles of computing and think this

[1:40:50] - is a really great course to take. But 21 of them signed up for it this year. And in our CompTIA plus

[1:40:57] - IT fundamentals course, we have five kids in there. We just added one this past week. And if you build

[1:41:05] - it, they will come has been our mantra for a while now.

[1:41:09] - The kids said, principals of exercise science, we want this pathway. We opened it up. 38 kids signed

[1:41:16] - up for this pathway and are taking the first course. So Megan Kincaid, who is our athletic trainer through

[1:41:24] - IU, is learning how to teach in the classroom. And we are supporting her just like we would any other

[1:41:31] - first year teacher.

[1:41:33] - She realized she was going to have to teach two sections instead of one. I think she had a little bit

[1:41:39] - of a panic attack, but she's doing a really phenomenal job, and we're excited about this. Last but not

[1:41:45] - least, IDOE announcement. I put the exact announcement in there.

[1:41:49] - The iLearn scores have been released in the centralized reporting system. They are in the Indiana Family

[1:41:55] - Portal. So our teachers can log in and see student scores. Our admin can log in and see student scores.

[1:42:02] - Our families can log in and see their student scores. What I can't do is I can't release those scores

[1:42:09] - publicly until Friday. They're still embargoed publicly until Friday. So what I did is I gave you a

[1:42:16] - copy of those scores.

[1:42:17] - and ask that you don't share those publicly. That will all be released on Friday. And just to note,

[1:42:25] - we are seeing math gains across this district left and right. It's really exciting to see. And the area

[1:42:33] - that we knew is an area for growth with us is ELA. And where we are pouring a ton of our resources into

[1:42:41] - still shows up as an area of growth.

[1:42:44] - But we're seeing signs of so many good pieces there. Going back to second grade, I read scores last

[1:42:50] - year. We're seeing signs of this, and we know this is just one measurement, but it's still a pretty

[1:42:55] - big measurement that we have to take into consideration. So, you know, when Mr. Rentschler talks about

[1:43:01] - looking at those individual students, this is why. This is why right here.

[1:43:06] - And then, like I said, tomorrow night we're hosting the RDC meeting here at 430. I'm hoping that we

[1:43:13] - can have a couple of board members there. Mr. Tucker will be coming, and we'll be talking more about

[1:43:20] - the NCAP partnership, and we're going to give a presentation on past, present, and future. This is a

[1:43:28] - big meeting for us because

[1:43:30] - RDC is going to be determining whether or not they continue our funding for another three years, Mr.

[1:43:37] - Tucker, three years. And this funding is really crucial to the work that we do here. This funding will

[1:43:45] - pay for the teacher who will be teaching potentially this new pathway.

[1:43:50] - It pays for a Ready Schools coordinator who is working across our entire district. It pays for design

[1:43:57] - lab assistants who are working in all of our buildings. Can we do it without this? We can, but we would

[1:44:04] - have to take that back into the education fund and all of that work that we're doing, we would then

[1:44:10] - have to figure out how do we reduce, again, what we're doing in the education fund to continue to provide

[1:44:17] - for our students.

[1:44:20] - It's a big meeting tomorrow night. A lot on the line. And that is it for me. Thank you, I got it done

[1:44:27] - fairly quickly, Mr. Durnall. We don't have a clock up there anymore that is counting it down for us.

[1:44:35] - Thank you very much, thank you very much. Okay, now we will move into the superintendent's report, Dr.

[1:44:43] - Sanders. All right, start off with some good news.

[1:44:47] - The Chamber of Commerce from Bloomington and from Ellisville, both have announced their Educator of

[1:44:54] - the Year award winners. And so for the Bloomington area Chamber of Commerce, Heather Kensick, our EECC

[1:45:01] - director, Lisa Beeman, Edgewood Junior High School teacher, and Brian Rosenberg, Edgewood High School

[1:45:09] - teacher, all received the Educator of the Year award. And Dirk Ackerman, our retired high school principal,

[1:45:16] - received the Lifetime Achievement Award, and those awards will be given out tomorrow night at six o'clock.

[1:45:25] - Ellisville Area Chamber of Commerce, their awards banquet will be October 22nd, and Amy Norris, Edgewood

[1:45:33] - High School Teacher, received the Educator of the Year from the Ellisville Area Chamber of Commerce.

[1:45:41] - I'd just like to say I was really proud of our school corporation.

[1:45:46] - for the community involvement we had with the Fall Festival. Obviously our Edgewood Show choirs opened

[1:45:56] - up the festivities on Thursday night. We had our RBB booth that had a lot of visitors come by and we

[1:46:06] - shared a lot of good information with our local parents and community members.

[1:46:14] - and we are well represented in the parade on Saturday. I'd also like to recognize some people making

[1:46:23] - a positive difference and that's all those people who participated in and volunteered for the dollars

[1:46:31] - for scholars race. As you know, they raise a lot of money that in the spring will be given away to our

[1:46:39] - students and all the scholarships.

[1:46:42] - And then we did receive again our school safety grant award, although it's a little bit less,

[1:46:51] - about $13,000 less. We are going to be having some conversations with the Elksville Police Department.

[1:47:02] - But it's just because there's so many schools

[1:47:06] - who are seeking those funds and those funds are limited. So we're really appreciative of that grant.

[1:47:14] - It helps us pay for our school resource officers. I think I've reported in the back,

[1:47:20] - Previously to all of you that my ask shares celebrate meetings that I was planning on holding.

[1:47:29] - I did that. I spent an hour at each of our schools and it was really a good experience. I had probably

[1:47:37] - 20 or so teachers across the corporation come by to actually sit down and talk, but I was able to connect with

[1:47:47] - probably four times that many walking through the buildings and those folks seeing me. And so, you know,

[1:47:55] - that's what I really enjoy about the job is not only going to our extracurricular activities, but sitting

[1:48:02] - down and talking with our teachers and got a lot of good ideas from them. And so we'll try this again

[1:48:10] - later this semester. Real quick construction update.

[1:48:14] - So the project where we added boilers at the high school and the junior high school, that project was

[1:48:22] - supposed to be done before the start of school. We're obviously well into September, but the good news

[1:48:30] - is that the part that they've been waiting on, the fuse for the boilers did arrive

[1:48:37] - at the junior high yesterday. They're being installed at the junior high and we should be able to get

[1:48:45] - those boilers fired up Friday or next Monday. High school is just right behind and hopefully we'll get

[1:48:53] - those fired up next Wednesday. And I really appreciate all the patience of our teachers and principals,

[1:49:02] - students as we kind of struggled through

[1:49:05] - trying to get this HVAC work going. And I want everybody to know that this is a long-term plan to improve

[1:49:13] - our HVAC system. It's just gonna take a number of years to really get to where we want to get to, but

[1:49:21] - there is some relief in sight with these two current projects. The roof at the junior high and elementary

[1:49:29] - schools is like 98, 99% finished. That should be wrapping up soon.

[1:49:34] - The field turf project, they've put the concrete border around and then they've started working, I think

[1:49:43] - it was yesterday, on the sidewalk that would go from the junior high parallel to where the baseball

[1:49:52] - field is to Edgewood Drive. So they started forming that yesterday. The floor at the basketball field,

[1:50:01] - for the basketball court that was damaged from the roof project. That demolition is starting, they might

[1:50:10] - have started today. And so I think that'll take about a week to tear out the old floor. And we're expecting

[1:50:20] - that floor to be finished by the end of October. Last thing is our Edgewood showcase.

[1:50:28] - And I'd like to invite everybody to the showcase. If you remember, this is an opportunity where we invite

[1:50:36] - the whole community, not just Edgewood students, but we invite students who might be attending other

[1:50:43] - schools and their families to come in and see all the great things that we're doing at Edgewood. We'll

[1:50:51] - have food trucks and bounce houses up

[1:50:54] - behind and beside the junior high. We'll have a health fair and PTOs inside the junior high. At the

[1:51:02] - high school football field, we'll have our band and dance teams. Cheerleaders will be performing in

[1:51:10] - the field house. We'll have also show choirs and our theater group and auditorium. Our coffee shop will

[1:51:18] - be open. We'll have volleyball.

[1:51:21] - and soccer athletic events that night and it'd be free admission. And I was looking at the weather today,

[1:51:30] - I'm locking it in because it says it's gonna be partly cloudy and in the upper 70s. So we're gonna lock

[1:51:39] - that in and we'll be ready to have a really nice evening on September 24th. Okay, well thank you very

[1:51:48] - much. Next we have RB

[1:51:50] - EA comments and we're glad to see Brandy April back. Good evening. Today marks the first day of official

[1:51:58] - bargaining season and so earlier today we had our public hearing and Monday is our first formal meeting.

[1:52:06] - I'm happy to report that our team, our pretty much brand new team from last year, they're all returning

[1:52:14] - and this summer we spent a number of hours sitting together

[1:52:19] - really reading through the contract thoroughly, discussing the language so that we could go back to

[1:52:25] - Kristi Billings, our director, to get better understanding of language and discuss possible changes

[1:52:30] - we want to make in the contract. So we'll be bringing that to the table next week.

[1:52:35] - as always, my goal is to always continue improving communication and transparency and so I asked building

[1:52:43] - reps to hold two meetings, one being before today, I held mine this morning, just to

[1:52:50] - Again, inform members about the bargaining process, the timeline, what we can and cannot bargain. And

[1:52:57] - also we did, I forgot to mention, we did send out a survey at the beginning of the school year just

[1:53:03] - to have members give actually the entire bargaining unit a chance to voice their priorities of what

[1:53:10] - they were hoping to see achieved on this next contract. And then we could have our building reps report

[1:53:17] - that back to our members today.

[1:53:20] - I've also asked building members to hold a meeting between the 22nd and the 28th. Those are our two

[1:53:27] - formal dates that we have scheduled just to let members know the progress of that first meeting so that

[1:53:34] - they can see what was discussed, what will we have discussed next Tuesday and have those conversations

[1:53:41] - so that when we return on the 28th, we can share back with the entire team how members are feeling.

[1:53:48] - So that is the plan.

[1:53:50] - Yeah, good to be back. Okay. All righty. As we wrap up, we'll go to board member comments. We'll start

[1:53:59] - with Mr. Durrell. Well, thank you, sir. I really appreciated the presentation tonight, and yours, Mr.

[1:54:07] - Shaw, but the Wednesday morning

[1:54:10] - was really good, I really enjoyed that. That makes me feel really good about what you're doing there,

[1:54:18] - so I appreciate that so much. Appreciate all the principals being here, and congratulations to Edgewood

[1:54:25] - for the win Friday night with Owen Valley. That's it, thank you. Mr. Demos. I echo what Mr. General

[1:54:33] - said about the rivalry week last week, and looking forward to homecoming this week.

[1:54:40] - I got to spend last Wednesday morning at EPS. I thank Dr. Fishman for having me. I got to observe the

[1:54:46] - PLCs and also got to welcome children getting out of their cars out front of the building. That was

[1:54:53] - an experience for a high school teacher, I gotta tell ya. But most of them tried to avoid eye contact.

[1:55:00] - Who's that weird guy there? But anyway, she says they'll recognize me next time. Thanks for the donations.

[1:55:09] - Ms. Barrett, the ELL, as frustrating as it is, we have come so far in the last 25 years. I know at one

[1:55:17] - point we had a student that could not speak any English, was Chinese, and we didn't know what to do

[1:55:25] - with him, and couldn't find anything that we could do with him. So we have made tiny steps, but we have

[1:55:33] - made steps. But thanks for the donations. Thanks to Mr. Rentschler for his,

[1:55:39] - presentation and I am very much looking forward to the showcase. Okay, Mr. Tucker. Jimmy and Larry had

[1:55:45] - just mentioned there and thanks again for the report about NCAP, Ms. Barrett. Hopefully that will help

[1:55:52] - relieve my concerns about that messy closet of what that biomedical center looks like and maybe like

[1:55:58] - Ms. Strahl said, get it organized. Cause I really do worry. It's kind of like we're piecing it together.

[1:56:05] - So hopefully this will help clarify that.

[1:56:08] - That makes me feel better as long as it's not an unfunded mandate by the state I want to thank you.

[1:56:16] - Whoever came up with the solution the SROs or the tow truck Friday night a block it off the road to

[1:56:23] - the baseball diamond I saw the one over by the junior. I mr. Bolting house Well, that's a good use of

[1:56:30] - an SRO truck

[1:56:32] - or a car, then whoever put the tow truck there, that was a good warning, you won't get towed. That has

[1:56:38] - always scared me, that little red road, it was chaos. So I missed the first half, I enjoyed the second

[1:56:44] - half, other than mosquito bites, and the fence looking in, because I forgot my pass. So that was a good

[1:56:50] - night, crowd was awesome. I could not say, Mr. Wells kept me on outside of the fence, so I was in jail,

[1:56:57] - he said. But that was a great crowd, it was great to see that win.

[1:57:01] - And hopefully we will continue to stay on top of that contractor on that gym floor, because that's a

[1:57:07] - burr on my side, that they need to take responsibility for their actions at the junior high.

[1:57:14] - So thank you. Looking forward to next week. Thank you. Of course, I would like to start with thanking

[1:57:20] - you all for coming. I think I'll do a recap of every wonderful thing tonight.

[1:57:26] - No. There was so much tonight. This is great. It's a great school corporation. We're doing a lot of

[1:57:34] - great things. I know that 20 years ago when I was walking around knocking on some doors that one of

[1:57:42] - the well-known people in the community said, you know, what are your schools doing for, you're preparing

[1:57:51] - kids for college, but what else are you,

[1:57:54] - you know, what are you doing for the rest of the kids? Oh, gosh, I wish he could see us now. It's amazing.

[1:58:03] - So I'm really appreciative of all the hard work of all of you, all of our teachers, all of our staff.

[1:58:11] - We're just doing some great things. I couldn't be more excited about where we're at right now. And just,

[1:58:19] - again, thank you all for coming. And I hope you have a wonderful,

[1:58:24] - full rest of your evening. This meeting is adjourned.

Richland Bean Blossom School Board 9/15

Transcript