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Is there one last thing you want to say about what people will walk away with from participating in that? Well, hopefully they'll walk away with being a little more organized. Okay. And some tips on how to get there. Okay, great. I think that sounds wonderful. I mean, Ann, I think you've really demonstrated the power of what you do and how you do it. It's important and we all need to get more organized in a lot of areas, but I love that you have a very concrete business that serves uh, you know, serves in a particular way and it's such I love to see somebody who really loves what they do because I know you do and who's really good at what they do. So, I really appreciate your time today. Oh, thank you. and I appreciate you inviting me to talk. Yeah. Well, we've had this good relationship for a long time and uh it's nice to have that mutual appreciation.

Um, as you, as you've heard us testify before, we're advocating for free school meals for all of our students and we recognize that increasing costs and the production of meals might get passed on to families, um, further hindering their ability to eat during the school day. And so making sure costs are kept low can help make sure our students are fed since uh food insecurity is such a issue within our state. So mahalo for considering this. Thank you. Thank you Nate. Anyone else here wishing to testify? Angela Angela Melody Young cares providing comments. So, while I can't deny that transparency in the school system um relating to school meals is a very necessary goal. And yet I think the logistical concerns of this um resolution is that for example could it be an administrative burden because you would have to employ teams to get this done and instead yet I think what would be a more feasible strategy to approach this by is to do training at schools where if you have passionate teams that can learn to teach Excel spreadsheets and um so each school in the complex can then do Excel spreadsheets and then calculate the operational costs and then um you know learn about how to gather information and receipts and accounting processes for materials and supplies.

What do we have and and how do we make up days uh in doing that? So really within our strategic plan is making sure that we have some strong communication so patrons, community, family and staff and students also understand uh the complexity of everything that goes into ensuring that we have a fully accredited uh school year. So uh the what that we're going to talk about is uh probably prior to the early 2000s, mid 2000s, u 2008, 2009, somewhere in that neighborhood. Prior to that, every school year, uh, every school district in the state had to go to 186 days of school. And that's probably why as we grew up and we understood things, we thought about the idea of snow days. And we had that opportunity to if you took a snow day off, then you still had to have 186 days. So, you had to maybe make up days and do some of those things as in the past.

there's a community discussion at the commons for uh the update on the 2030 plan for Columbus downtown that's all thank you Mr major Mr Schulz I yeah we met with the CCC I believe a couple weeks ago I don't want to take the Thunder from Dr hack so we did talk a little bit about the new teacher mentors which I'm sure they'll brief and we also talked about the several Advanced stem programs across the corporation and there looks like about 250% increase in participation over the last three years thank you Mr SCH Mr Clay U didn't have any Council meetings over the last uh or committee meetings over last month or three weeks but uh the wellness Council will meet next Tuesday April 8th and waiting on the the itinerary for that thank you Mr click Mr Nan um the I Advisory Board did not meet since our last meeting and neither did the bcsc high ability um group um but I do have I'll try to make it a brief update on um isba's take on the state legislature um one thing that to note is that bills have to come out of committee by April 10th so any bill that hasn't come out of committee by then um is dead for this session uh isba is still tracking over 70 bills that impact education I am not going to talk about all 70 of them um the Senate bill one property tax reform is um still has has not passed yet and um he House Bill 101 which is the the budget which impacts us um a great deal has not they're still working on that um Senate Bill 28 87 partisan Schoolboard race just passed today um so in the next which impacts all of us and in the next Schoolboard race um candidates have to be identified as Republican Democrat independent or they can leave it blank as nonpartisan um the other bill that the um isba update talked about in the most recent addition was Senate Bill 373 which um isba has been neutral on this bill but there was an amendment just added amendment number nine which um there's two parts to it one is about facilities and one is about transportation and I don't know if I get this all straight but I think each one the amendment which the amendment has passed um the bill is still pending but the amendment would create a new board that would have a representative from a new board for facilities and new board for transportation um which would have a representative from each School Corporation private school or charter school and those boards would have some oversight in transportation and facilities and um and tax revenues and that's that's a big concern for is iSpa because it's taking um decision- making away from groups like ours thank you Mr Nan I did not have any meetings since our last school board meeting uh next on the agenda is cabinet reports we have a number of those uh Mr Edwards it looks like we're going to hear from you first as the secondary science curriculum team makes their way up there uh to the microphone I'll just remind you that last board meeting the elementary team presented their recommendation for curricular material that will be that's under approvals for this evening requested approvals this presentation tonight give you a chance to ask questions in process will be on the next agenda for approval hello hello everyone it's a pleasure to be here this evening we will be discussing the proposed adoption of new secondary science and health materials for our district this process has been a collaborative effort and we are excited to share the details with you I am Laura ooley a udl facilitator at Central Northside in McDow and I am joined by my fellow udl peers Kat Gratz and Kate Sosi and the department chairs for our two high schools Andy ke Faber in at North and Aaron Len at East as well as our director of secondary education Charles Edwards this adoption process was Guided by our science and health adoption resource teams two dedicated groups of individuals committed to finding the best resources for our students we are going to first discuss the science team our team consisted of a diverse group of Educators and Specialists including the science department chairs a tech director some udl facilitators and many teachers from across the district and even a district administrator each individual member brought valuable expertise to the selection process our primary goals were to evaluate a wide range of potential resources and to optimize our selection based on several key factors these factors included accessibility we wanted to ensure the materials met the diverse needs of our Learners quality to focus on accurate and engaging content balancing that with cost effic cost efficiency making the best use of our budget while balancing also the compliance with State and or university standards to align with educational requirements ultimately though our overarching goal was to choose resources that best support Student Success in all of our science courses we wanted to ensure that we're providing our teachers and students with the tools that they they need to excel fostering a love of Science and preparing our students for their future success so a little about our timeline so our adoption process began in August with an initial meeting focusing on establishing group Norms defining our clear goals conducting and conducting a teacher survey to gather their crucial input throughout this process we strategically minimize the need for substitute teachers by utilizing professional development days and scheduling after school meetings for necessary training and collaboration this ensured that our teachers remained in their classrooms during instructional hours maximizing student learning time so following this initial foundational stage we progress through several key phases these included detailed vendor presentations comprehensive resource reviews and meticulous negotiations through spendbridge ultimately leading us up to today's board presentation okay so a little bit about how we ensured that we were accessing high quality content so our district is committed to the Universal Design for Learning therefore all materials considered had to align with the udl framework this means that that the content has to intentionally provide options for engagement in order to capture student interest multiple options for representation to present information in various ways and action and expression to allow students multiple ways to demonstrate their learning Kate will expand more but in essence the udl framework ensures that we prioritize accessible highquality content for all students this was a critical lens through which we evaluated each of our resources but beyond udl we did have other key considerations first of all the chosen resources had to integrate seamlessly with our existing bcse infrastructure specifically our student information system power school and our learning management system canvas in addition to that content expertise was Paramount we heavily relied on our committee of cont content Specialists from across the district to thoroughly analyze and discuss the resources and finally to ensure comprehensiveness we reviewed every resource from the Department of education's 7 through 12 grade bands on their state listed highquality vendor list this thorough approach guaranteed that we really were considering all viable options and and we carefully reviewed materials from a variety of reputable vendors as I said we looked at every vendor off of the state preferred vendor list some of those include companies like savis twig hmh amplify science in addition to others as well as supplemental programs like gizmos and anets with that I am going to pass it off so uh I just want to say that uh through our work with the teams and teaming at the high school level we talk about being similar to identical and so we want to be uh as as closely aligned as we can when we're looking at those teams and so we took that um attitude and we kind of applied it overlaid it here and we set a goal of trying to uh be as um aligned as possible when we were adopting materials and so I'm proud to say that we were able to do that for a large amount of our foundational courses and so what you're looking at is you're looking at a list of um the resources that we uh found to meet our needs for about for for all of our science courses so there are 20 courses listed there and so when I talk about the foundational courses I'm talking about uh biology physics chemistry um integrated uh Kim Fizz uh environmental science so those are the ones for which we looked at and said Savas really meets our needs and so um Savas is interesting uh it's a Pearson product um and so we're not unfamiliar with it if you look at the list you see Pearson uh sprinkled in there uh from top to bottom so again it's a it's a different company but they bought the Pearson product and it's things that we have used before and that we are familiar with comfortable with uh things that we feel like have produced good results on our students and so really what you're looking at essentially is a reopt of of a lot of of uh familiar materials um so uh the upper level courses the astronomies the honors chemistry zoology uh the um physics C the all of those things the AP Physics uh and some of our dual credit courses um we do stray a little bit in terms of um we don't always use the same text but um some of those are um kind of coar dependent and then some of them are um um dependent on the uh the university if it's a dual credit course um so we do allow some autonomy at uh at the the upper levels one of the interesting things is that um we are looking at adopting code high school for our computer science courses uh and that is an opsource um web accessible tool and it was developed by two guys out of Stanford uh the com their Computing science department who wanted to give computer science expertise to uh everybody Across the Nation and so nationally it is one that is adopted a lot uh and it also uh they do a lot of localized uh professional development so we felt like that was a good uh fit for us um on the next slide please on the ocean science uh that might stick out a little bit and the interesting thing with that is that um there's a semester one and a semester 2 textbook and it's it's necessary that way so um again we had folks who represented ocean science on the committee and those were the textbooks that they came up with um please go back one slide please one thing I wanted to interject on the zoology um that course that sticks out obviously at 106 that course is going to be about $7.50 per student when spendbridge did the big work then we got the numbers back and from there uh we've been able to work with them more specifically on that and so so that's a course I teach um but we will get a class set instead of a digital access to that for every student so we get the big numbers and of course we look at what's going to be best for the kids so wanted to speak specifically on that one uh the only other thing that I have to say is that the AP Bio course that's listed um you see the Pearson mastering biology life on earth that is an AP Bio course uh at East um in the AP Bio book at North will be different than the one that's listed there um it did not make it on in the spreadsheet and I apologize for that but when we put these on the secondary page because we're going to make this resource available on the secondary page that will be corrected and we'll have that uh the AP Bio book for North also added on there next slide pleasee so Universal Design for Learning or udl is the instructional framework of our district and udl is the approach that ensures all students have Equitable access to learning by providing multiple means of Engagement representation and action and expression the rubric our teachers use to evaluate resources prioritized alignment with udl and the primary resource that we are recommending for adoption for our most foundational science courses is Savas so you saw that was for seventh and eth biology chemistry physics and ICP and this resource will um strongly supports udl principles savis resources support the udl principles of Engagement by encouraging scientific inquiry through Hands-On experimentation and by offering options to students about how they can access content salices language options explicit Vo vocabulary support highquality visuals and Scaffolding demonstrate how their resources align with the udl principles of representation savic's leveled text and structured literacy help ensure that all students can access the comment the content savis resources support udl principles of action and expression by giving students various means for expressing what they know including Hands-On Labs digital simulations and real world connections next slide please um so one of the key reasons we selected savis is its combination of digital and access digital access and print materials and this flexibility is going to allow students to engage with content in ways that best suit their learning preferences whether it's through the interactive online tools and the interactive on the online textbook or through the traditional textbooks that they have in their class savis also supports students with diverse learning needs including um offering accommodations for students with IEPs multilingual Learners and those requiring assistive Technologies features such as text to speech adjustable text levels and built-in translational tools make the science content more accessible and comprehensible for all students savis also stood out because it clearly aligns with the Next Generation science standards and its three-dimensional learning framework of cross cross cutting Concepts science and engineering and practice and disciplinary core ideas savis explicitly addresses all parts of the ngss framework um another important factor is continuity from middle school to high school because s we're recommending that we adopt savis across multiple grade levels from sth to 12th grade I guess students will benefit from a consist consistent learning experience that reinforces Concepts over time and it will make it easier to trans transition into more advanced science courses because students will already be familiar with the online system and the textbook savis integrates smoothly with our District's technology platforms including power school and canvas this allows teachers and students to access and interact with the material seamlessly improving the overall learning experience and this is actually one reason why savis was so attractive to our teachers the teachers in our committee found that savis was by far the easiest for students and teachers to use it's also important to note that while savis was our is our primary recommendation many of the other resources being updated and renewed for high school electives provide similar benefits these materials also align with udl and print components and many of the science electives are are adopting updated versions of their previously adopted resources um so these are resources that we've already vetted seven years ago and we're reopt and we have found success with them so by ensuring consistency with previously adopted resources we're maintaining some continuity in our curriculum um by adopting saice along with these additional updated resources we're ensuring that our students have access to high quality and engaging and accessible science instruction thank you yeah and I'm just going to say a few words about what's on the screen there so those are supplementary resources that would also uh go along with the text that we are adopting uh and again these are things that we currently use uh and uh have found um uh engaging uh and have uh really extended lessons for us uh and have given I'm sorry have given um um let's see they've given um I can't think of the word that I'm trying to use here they they give application to the science uh that students are learning in in textbooks so uh again these are just kind of companion things that we would uh like to continue to be able to use in the classroom again they're familiar um and we're um we've used them before and uh have gotten great results from and one of the other things that I wanted to point out uh is that um CSA likes to use these tools as well and because of their problem based approach to learning um they don't necessarily cover the standards the way that uh you would cover them in a textbook from front to back those standards are woven into the problems that they are addressing at that particular time and to be able to have the flexibility uh to use these kinds of tools um is important to to what they do under roof over there um and I think that's it for me during the same time frame as our science curriculum review a dedicated committee also evaluated health education resources this committee comprised diverse District Representatives ensuring a comprehensive um perspective the process mirrored the science review leveraging professional development days for vendor presentations through this rigorous evaluation two promising resources emerged Comprehensive Health by goodart Wilcox and Health Smart by ETR both of these resources align with District standards and integrate seamlessly with power school and canvas however ETR is only offered digitally which is why the committee recommends the continued use of Comprehensive Health skills for middle school and high school by goodal goodart Wilcox our district has a strong sevene working relationship with goodheart Wilcox and this resource has consistently proven to be content-rich and valuable for our students Comprehensive Health provides Learners with rear world scenarios that promote practical application interactive elements that enhance student engagement accessibility features to support Learners with reading difficulties and visual repairments and scaffolded activities that meet diverse learning needs so the other spreadsheet was or I'm sorry slide had a bunch of numbers associated with it so I wanted to throw a number up for goodart wico as well so over the course of uh seven years uh and um you know our 7eventh through 12th grade adoption um this will average out to about 2145 uh per student uh per year with this adoption uh next slide and so the state standards are our curriculum and we are seeking approval to uh get these resources that support the implementation of these State Standards with that I'd like to open it up for questions our thanks to uh all of you that are here tonight as well as members of the team that uh aren't here uh we appreciate their time and their effort um Dr Phillips if I recall this is a presentation only tonight not an action item correct but uh this possibly would be a vote uh to approve these resources at the next board meeting uh tonight's a good night for questions and discussion any board members have questions I have a question Mr Glick sure you said that uh the AP Bio at East and North will be different right and what's the reasoning for that just out of curiosity thanks for the question uh it's it is mostly a teacher preference so in the cases where we can Levy uh maybe a better price we encourage teachers to seek the similar uh resource in this case our teachers uh they tend different workshops in the summer for AP and it's a high stakes course um usually the difference between two resources over a section or two of AP biology is not much difference price-wise um and so then we kind of allow for some like uh Mr Edward said some autonomy for the teachers to uh in one case the remark I recall was one was more concise uh so then they could kind of lean on some of the more supplemental materials um and then with the other teacher it was a lot more molecular and intricate and so they wanted to kind of U uh rely more on like a college atmosphere textbook for that excellent thank you Mr Nan I have comment and then a couple questions my comment is that um I think it's great that you um came to the decision to have Savas for middle school and for the high school core science the the continuity there is is commendable and I know sometimes with a committee like that it's not easy to get to that kind of consensus but I think the kids will will benefit from that um I have a question about the process because I so I have a lot of experience with this with math and and I think in many regards math and language arts are easier because if you're certified for math you're certified for all math courses and I know in science and social studies that's not true so so my question is how do you in the process how do you take care of you know that some people are Target teachers that uh fill a couple of buckets so some of our teachers have three or four preps uh especially if they've been veteran teachers and have been through this they may have a uh we we rely on their experience for that um at the same time we do like new blood as well so we really try to get a wide range of teachers that have taught a lot of different classes but then also uh bring along some some high energy uh teachers I may have some different perspectives of that as well um and not just current classes but some of those veteran teachers that have been teaching for 20 25 years have taught it all I've seen it all um in some cases we've had uh a Resurgence in a cur a course that was formerly taught and so we really rely heavily on that some of our teachers have have moved from middle school to high school or high school to Middle School we'll tap those teachers as well as they have a breath of experience from from both aspects so um I hope that answers some of your question I'll hop in just for a second um the other important thing to know is that they send us samples so they send us hard samples and they also give us um logins so that anybody in the department can log in and take a look at the materials uh I got a phone call from East probably three weeks ago and uh it was the receptionist there or the um the lead admin and she said I hope you don't mind I'm gonna open this mail it has your name on it but it's got books in it I know because it's heavy and so I was totally okay with her you know opening that but that just there they're sending us those materials to distribute to folks in the department to have a look at it to to be able to provide input and and feedback okay well I I appreciate stepping up to the extra challenge of that adoption um my last question is computer science is that AP Computer Science and if so is it I think there's three AP Computer Science courses principles A and B is that yes so uh with the computer science is largely U looking at the new diploma requirements so incoming uh freshmen are required to take a semester of computer science so um yes and we have taught AP Computer Science um so the AP would be different this is talking about the the requirement that every student will have to take is that correct but we're also seeking are planning on using the same source as well for AP Computer Science as well and and just to kind of top off another point that Mr Ed was saying we also use the professional development days so that teachers had access to these materials and Mr Edwards was kind enough to allow we had a lot of teachers that really wanted to be there um when the vendors came uh I I don't know if you know this not science teachers pretty skeptical uh so they came loaded with lots of questions um and Mr Edwards allowed Any teacher science teacher at 101 and we had a high uh maybe 70 80% of our science teachers came to those and so they were able to log on and and use those professional development days for that so a lot of a lot of input yeah talked about the the process um so the the great thing was we we did the vendors at the end instead of the beginning and so it was a better objectivity to it teachers came in were're able to evaluate the sources and then we could focus in the vendors later so I think that really helped our teachers out so the process from let's look at them first ourselves let's communicate with others that aren't on the committee then we bring in the the vendors at the beginning of the year so I think that whole process doing for many of our courses the company that we used to procure the resources spendbridge they were able to negotiate the price of the professional development to often times nothing or at at best minimal so Mr masor so so we'll have yes so we'll have um we'll have good professional development like we'll have enough um in order to be able to make sure everybody knows how to use the resources okay thank you yeah if you go to the last slide of this presentation it just it Peak my interest about the state standards I didn't know and and you don't have to speak to it today you don't have to show it today but it would just be good to know um as you go through the state defined curriculum do you have like a check box that says yep we got it all and that we didn't miss anything I'm assuming that you did it but scientists engineers we always ask questions so it's kind of like just want to make sure that you guys didn't miss anything I'm I'm sure you're probably pretty thorough and I do appreciate the uh uh the Skeptics out there that want to know more want to learn more because those are probably going to be the better teachers because they're going to put more time and effort into it so thank you and thank them for doing that any other questions or discussion tonight thanks again for the presentation thanks for all the hard work we appreciate it members of the board on this next presentation this one is very similar tonight is uh information only discussion questions uh and then the approval uh will be requested for this this item um for two different purposes at the next meeting one will be uh board policy that's in the first reading of the group of policies for tonight the second will be in the form of an additional appropriation if we decide to move forward with this proposal good evening thank you Dr philps thank you members of the board I have with me um today uh Mr John Green who is our coordinator of campus security and Sergeant Julie Q Smith who is one of our school resource officers and our leader of all of our school resource officers um so the um the item I have for your consideration and review this evening is Personnel um additions for fall of 2025 this is a matter that we have discussed in executive session with the board as as we are allowed to do so U with Michael mcgyver and and and some other uh folks present for that um in bcsc as you all well know we we have unique circumstances and the way we are aligned between our high schools are unique in that a few things I'll mention that you all know already we have open campus lunch so uh that's a that's deeply rooted in the in the thread of this community and we also have many students that travel between campuses for instruction uh that's unique to us I I don't know this for fact but no one's going to prove me otherwise so I will say we have more students moving between high schools in the state of Indiana indana than any other school corporation and prove me that I'm wrong um so we value that that's really important to our instruction and our teaching and learning and our kids value that with that comes additional responsibility and some additional safeguards um that we're looking to to implement um where we are today um the addition of recommended Personnel for the fall I would say I would describe as an evolution this is not a response to a singular event nothing nothing negative has happened that we are now doing this these are um things that we've evolved through um mostly with our Partnerships with uh local law enforcement um to get to this point um so the three main areas that we would uh and I'll get to the detail of the Personnel here on the next slide but the three main areas that we uh want these folks to focus on are listed on the screen uh first and most important most importantly is that they develop relationships with students and visitors as they come through we want them to know our students we want them to know um who they represent and and if they had a sporting event the night before that sort of thing um the uh the second item on there is to maintain only authorized and unarmed students that enter and visitors that enter our campuses that's a priority and then uh third and um only if needed of course responding to any sort of um life-threatening situation that may happen I'll keep hitting the button here Asher but I don't think I don't think we're working um maybe I'll mess with this between presentations thanks for the The Click there Dr Phillips so whoever's in charge um so some additional details um on this we are proposing um the addition of four members um that we are calling ssos school security officers at East and North High School two at each um this is result of extensive collaboration that we have had with our local local law enforcement Partners Columbus Police department and Sheriff lanee uh Chief Norman at CPD and Sheriff Lane at the sheriff's department um over the course of I don't know maybe six or eight months we've been working through these things um in the job description we have several requirements one being that they are tier one Law Enforcement Academy trained and these would be armed employees of bcsc so these would be bcsc employees um just as a reminder our SRO our employees of the law enforcement agencies that we contract with them um so these would be employees of ours and again the main priority of these folks is that they are um they know who's entering our buildings and that there's a process in place with that as as students come and go throughout the day some additional detail in the job description that uh Julie q and and her team and our law enforcement agencies will assist us with is uh the requirement of 24 hours of firearms training nasro certification and deescalation training as well there's some additional detail on screen as well and Dr Phillips mentioned that no action tonight from the board um but we will come back with two items for an additional appropriation in the April meeting and then policy adoption um at that at that same at that same meeting um included in that additional appropriation we are um seeking the addition of one additional SRO to our to our team so we have five now and that would bring us to six that would be pending your approval of course that would be appending the approval approval of the additional appropriation of the County Council as well so um that that meeting will be coming up here in the next few weeks or so um so that is that is pending those approvals to take us from five SRO to six SRO um on the next slide one item that uh was asked of us through executive session was a a delineation between roles and responsibilities between a building administrator an SRO and an SSO so we've put this together for you on the screen and I'm going to invite uh Sergeant Julie Q Smith to speak to it good evening um as we talked through the differences in these I think it's important to note Dr bosan touched on this already it's important to note that it starts with building and maintaining positive relationships with the people in and out of our building uh that we know for sure is how we are most successful in uh keeping our building safe uh that's the number one thing that we do um but as we I like that they're separate columns here because uh we're in different Lanes down the same Highway of school safety everyone has their job and and must remain in their lanes and we've done that very well over the last 11 years since we've had school resource officers uh one of the things under building administrator is they obviously they deal in school discipline they deal in all things um the par parental contacts and things like that um as sros and soon to be school safety officers hopefully they do we will not deal in school discipline we have not historically and they will not either so as school resource officers we spend our time observing the nazro Triad the National Association of school resource officers in that were obviously law enforcement informal counselors and Public Safety Educators I think it would be a great big surprised to folks to know that we spend most of our time right there in that informal counselor role we spent a lot of time in classrooms helping with Emergency Operations planning uh participating in the safe schools commission's meetings and actively engaging in school safety as we look into the school safety officers their job is very different um I think it would to simplify it I think it would be easy to say they're Gatekeepers of sorts where their primary responsibility is to ensure the people and the things that come in and out of our buildings that we're making our buildings as safe as they can possibly be so I um would welcome questions as to the differences I don't know if it's time for that what questions do we have I don't have questions to the differences I have a different question are we open for all questions at this point yeah please go ahead so I think and I know Dr Bosman you and I discussed this when we were in executive session is just looking at it and don't want to get too far into the details of safety planning is just making sure that we have a comprehensive plan right I have no problem I I I agree with what's here but that seems like it's possibly the third step in just making sure like for example you're not walking through any detection system preventative system yet um clear backpacks safety standards that have been taken in other areas I think we when we're looking down this road I think we have to look at it an entirely comprehensive plan that drives safety culture from both the preventative and the reactive measures so that that would be my only advice to add yeah thank thank you for that um as you recall the board appropriated $2 million to Safety and Security in this year's budget um we know and Mr Green behind me manages the the line share of that we know that with those additional standards come the people that need to manage things so we we rely a lot on our admin assistance in this building in East High School and our building administrators already um so um so we're we're looking forward to having some people Solutions as those types of things become available so thanks for your comment Mr major yeah the the big thing for me is is we'll have policy to review but policy is kind of the what to me the how is more important in this because you got a huge opportunity here to protect and save kids but you also have some real negatives if the people don't follow the process so my big question is if if in the next meeting we vote Yes and we give you money and we give you a policy when approximately of a of August um I won't go in the weeds of answering your question um but the folks behind me already already working on that both from a training standpoint I mean Julie sent an email a couple hours ago about nasro dates to get folks plugged into um and also on the process side at the schools so there'll be there'll be a lot of things yet to be determined um that will work with the building administrators and they're already they're already thinking about this of course with your with your approval um of what those processes are and how they how they navigate these things when students arrive in the fall so thanks any additional questions tonight thank you Dr B than you Dr Phillips thank you Mr CER I'll just reiterate some of the things that shared by the team up there we we truly believe that the fact that so many students come in and out of each of our high schools every day is an asset to our community does it create some additional needs needs yes but um one of the things that I mention often as I've come to realize even more so this year um is how unique our an opportunity our students have when they can go to a we'll say an AP bio class that we were just talking about and then walk right down the hallway or jump in their vehicle or on a bus and go over to the other high school and take a uh medical science class in C4 or take a geometry class and then turn right around walk down the hallway and go to a welding class where they're applying the princi principles of the geometry content that they just learned so those things are assets things that we want to protect um but this is this is primarily through building relationships being able to ensure that in any given day there is no one in our high schools that's not supposed to be there we think this is the best best way for us to get there in the short term so thank you next up we have another cabinet report for you um about a program that been really working on since probably the end of the first quarter came out of the first ccic meeting of the year we started talking about fundamental reading skills and how we could ensure that we had high quality teachers in the classroom every day with our youngest Learners when it related to how do we ensure that kids have those fundamental reading skills um and so over the last several months following that ccic meeting um we've had some folks working in the background with Dr hack and um presented this at the last ccic meeting this proposal and um answered some questions and made some adjustments and then have a recommendation here for you this evening good evening and thank you Dr Phillips and board members for the opportunity to speak with you tonight about an investment in our schools a new teacher Mentor program for bcse beginning teachers in grades kindergarten through third grade this initiative is not just an investment in our Educators it is a direct investment in the success of our students particularly in the development of fundamental reading skills while keeping our staff engaged in the work of bcsc from brainstorming and continued conversations with our ccic we are creating something special that enhances both students and staff performance and since Dr Boseman started this I will continue to say I don't think anybody else in the state is doing this Prov me wrong imagine walking into a classroom for the first time as a new teacher filled with excitement but also overwhelmed by the enormous responsibility of shaping young minds without guidance even the most passionate Educators can struggle studies show that nearly 44% of teachers leave the profession within the first five years why because they lack the support and resources necessary to thrive this is where bcsc is doing something really special creating a mentor program that addresses these concerns and supports our newest teachers from day one so what would the structure look like it would be an experienced educator who has recently left the classroom and is well-versed in the science of reading working hip to hiip with a new teacher while fostering professional growth instructional excellence and datadriven decisionmaking there would be times for mentors to work with new teachers in their professional learning communities team teach together observe and give feedback collaborate on a problem while all becoming well-versed in our adopted resources we would build a culture of collaboration where we continuously learn from one another when Educators feel supported they stay when they stay they grow and when they grow our students succeed the result a stronger more stable School environment where both students and teachers flourish as you can see on this slide we have a wellth thought out plan of action to make BCS Mentor program of reality we are invested in the success of our newest teachers and this plan of action shows just that we have a lot to do between now and August but our teachers are well worth it and we are willing to put in the time to make it happen as of today we we um convened a stakeholder engagement process we've already talked with our ccic and had their engagement as well as their approval and and tonight is our Schoolboard presentation next we'll move on into Mentor training we'll matchmake and it make sure that our mentors know exactly what their roles and responsibilities are in August you can see that we will start that relationship with the mentees and then continue logging the coaching cycle and at the end we will definitely do evaluate the impact of our Mentor system our literacy scores and our teacher retention percentages we hire a proximately 13 new teachers every year in K to3 so for planning purposes our structure would be one where a mentor could work up to six with six new teachers in our district please remember that the need of beginning teachers varies so would that support for example our support would be heavy at the beginning of the school year and then heavy again before winter break and then heavy again before spring break with additional connections and relationship building in between those times to work on specific needs to that teacher we are estimating a cost of up to 3,500 per new teacher in mentorship costs and as you can see on the screen that's $25,000 for 2025 and an annual cost of 50,000 for the remainder both this structure and the cost analysis of this program have been shared and approved by our ccic we're excited about this opportunity for our newest teachers and ex exemplify that tagline that says together we learn what questions do you have about this proposal I'll uh take advantage and jump in can you talk about the tie-ins with uh literacy efforts and science of reading and uh the focus on K3 teachers and our emphasis on reading in those grades I know there's some tie in absolutely that's definitely been one of the key um Parts one of the seven parts that Dr Phillips has given us in charged with with this year is working on those foundational reading skills and we know that that begins as early as our prek K1 two three so having a mentor that is um solid in the science of reading and has recently taught those reading foundational skills would be instrumental to a new teacher coming out of of of a program coming out of the University or maybe even um switching from another school and we would give them that support or that new teacher would be with a mentor teacher who fully understands science of reading possibly even has graduated with the keys of literacy in their back pocket and can sit and talk about foundational reading talk about fluency talk about vocabulary straight from the from the heart and the hip because they were just doing this work and what if the mentors uh or the mentors current teachers what happens in their classroom so that's a great question because right now our our process is we may have a fifth grade teacher mentoring a second grade teacher and they can work on culture and they can work on the climate of the building and they can work on some processes around discipline maybe and around PBIS in the classroom but the piece that's been missing all along is the intentionality so in our process we wouldn't take a teacher who's a current fifth grade teacher we would look at someone who has recently left the classroom maybe a retired teacher maybe somebody who has decided to to do something else um or stay home and so we would solicit their support U because they were phenomenal teacher for us and then they would come back and Mentor so we're not restricted by prep times we're not restricted by um I have to go teach my class we're not restricted to I'm so exhausted at three o'clock now I need to Mentor I I I can't do it we're we're not restricted by any of those limitations at all because we would be actually hiring somebody to come in and Mentor our K to3 teachers I want to add a little bit more context to that answer as well thank you Dr hack one of the other factors just to be frank with you we know that we are coming up on the end of the fifth year of the implementation of the operating referendum in which teachers who were already experienced you know received a large increase in pay and nobody it's no secret that teacher pensions are based on your highest five years of salary so if someone sees that if I stay for another four more years I'm not going to see big jumps like I saw in that previous five years we anticipate that there's a possibility we could be facing I won't call it a retirement Cliff but a retirement you know Foothill or something to that effect sorry for the science teachers that just left that was horrible um but so one of the ways one of the reasons we started having this conversation is how can we hang on to as much of that experience as possible so if a teacher thinks well you know I'm I'm put in my time I'm ready to go enjoy myself and go do other things and not and not really work my tail off all the time um this is a way for them to stay connected for us to continue to benefit from their experience and their expertise um through mentoring a new teacher and really bringing them to the point two three years later where they are at the top of their game so um it's I'm calling it the anti- retirement incentive for teachers that think they might have wanted to retire but we say that's fine but um how about you stay and just put in a few hours a week working with new teachers and I think that uh Dr Phillips hit it so well there was saying we we we garnish their expertise because they are at the top of their game typically when they leave they know all the programs they know all the ins and outs of of teaching those foundational skills so we just stretch out their knowledge for another another few years and instill it in a new teacher so that's amazing amazing thought other Mr Schultz uh what's the expectation of the number of mentors per teacher in the K through three so we're flexible with that because we could have have a teacher let's say I just retired from Southside I invested in Southside I want to stay at Southside and there are two new teachers at Southside I would love to Mentor them so that would be two to one ratio we could have an opportunity for a mentor that we um talk with and they say hey I'll Mentor anyone across the district so up to six teachers so six is about our sweet spot of where we can say um that would be the max that we would have somebody Mentor because of all the ins and outs that they need to do with that mentor to help them with those things that I talked about the hip-to-hip instruction the the um instructional rounds the opportunity to sit with them and uh grow together so so six would be the max Logan but that's why we're so flexible with the number because I could have an Infinity for Smith Elementary and that I know there's a new teacher coming in I'll take that Mentor I'll take that mentee on and uh one I apologize it looks like we turned the lights out on I'll try to get my questions over quick um I want to say one short of nothing like your has done a phenomenal job so you've earned a lot of trust in terms of being able to deliver proposal and making sure that we increase our literacy and as you know I'm a father of children in this age group so I'm very close to this and I I can't help but go back to last year when I had a teacher parent teacher conference with my daughters at that time it would have been first grade and she's like hey Logan like I've got 29 students it doesn't matter what we do and by the way this is a very from my opion would probably be on the one on that would be doing the mentoring and like we we've added udl we've added Tas although I would argue the T are geared a little bit out there we're going to add this it feels like we're really not addressing the root cause which is I mean I've been in I can't say this year but last year I toured every elementary school walk through I believe almost every classroom and I mean as I walk through every classroom I count the number of students in each one and I don't think I ever got under 25 except for CSA Lincoln and it feels like we may be not addressing the root cause and that's where I I I hear you I want to put this implementation in but like I'm seeing that teacher who's been I believe a teacher and we talk offline about how long they've been there but and that was her biggest thing she's like I know your daughter CU I mean my daughter I mean I'll be it wasn't exactly the most Stellar student in behavior um knew her very well but she's like there's so many kids I lost because just don't have enough time to get to all 29 of them and this is first grade right so I I think we although I want to say yes I I also want to say is like at $50,000 for every six teachers it may be a bit different to look at how do we just add that extra teacher and relieve those teachers as well so I I'd like to see possibly looking at this as not necessarily an all or nothing but more of a pilot One Pilot the other and let's see how they both vote that' be be my only feedback thinking about various strategies thank you yeah and with that I would say maybe it's not an extra teacher but maybe it's two extra teachers AIDS right so just something to help with the student to teer ratio um I I guess I didn't understand it being someone that was a retiree I looked at the mentor being a teacher that's been there 15 years that's willing to help and this was extra time for them so is this is this going to be because it kind of sounded like you were mentioning it' be better for someone that was not teaching in the classroom every day is this going to be mainly then ex retirees that that's a possibility that's correct because right now in our structure uh we again as as the example a fifth grade teacher could be helping a second grade teacher um and that is just not the best model that we as cic talked about CCC talked about because of the not only time constraints I can only meet with you here or I only can talk about this because I'm not as well versed in those foundational reading skills or again I'm just exhausted myself as a fifth grade teacher I'm exhausted at the end of the day to help you Mentor uh be your Mentor so that's why we came up with this plan and this really thought out process of using someone who's not right now in the classroom teaching but has just a step out the door and can really still we can still um capitalize on their on their abilities we've had i' I've been in education now this is my 25th year and I remember I had a mentor my first couple of years also an econ teacher in the building he was on the other side of the building but he also had 150 students that he was working with every day and for the most part our schedule was the same um at the in that at this point the state was paying mentors I believe $250 a a year maybe at the end of my second year when he collected his $500 he gave me a check for $250 cuz he felt guilty because he never spent any time working with me because he's also running his own classroom and coaching after school um it just is an enormous it's certainly better than nothing when you have somebody in your building who's a colleague that can come and spend time with you after school before school you can ask questions and they can they can check in with you later but um we believe it's it's at least something different to try to have a teacher who's just recently retire retired and can come in and sit in your classroom for an hour or two hours during your reading block and then come back the next week and really debrief with you or come back you know after school that day and they can really give themselves to that work and not be weighted down by the the uh pressure of having their own classroom at the same time and and and I'm I'm with you I guess my biggest concern is I'm just looking at I'm assuming these are the teachers in the next three to four years that you would be targeting just based on my not trying to assume um but I go like that was my first my now second grader I go to my now third grader I go back to her second grade teacher and she was on the atrist list I mean Dr hack and I have had multiple discussions and thankfully you all got her across the line I'm very happy about that I appreciate you dearly but I remember sitting with that teacher she was she's retired now I believe and she was like hey Logan like on this I can't remember what it was called but something with a ladybug she's like she's behind on reading here but she's ahead on reading on this tool and she's behind on reading on this tool and then she's kind of on far with this tool I was like I I'm looking at a retired teacher who's like I was like why you got four different tools and she's like well we look at them from all different angles and like she even didn't really know I as I was like which one's the priority and she's like well they all have different so what I'm trying to say is that if we're going to go this route I think we got to simplify it as well simplify the standard and how we're going to deliver that mentoring because if one favors is one tool but that tool is not necessarily ta tailored to the outcome then we may be in a different world of hurt so I mean I'm sure you you're getting ahead of that I'm just letting you know my my feedback as well good to hear and our our team truly does um look at our adopted resource in the within that adopted resource so we really pushed that I'm not sure exactly what second grade uh teacher was using different different assessments for different reasons but inside the mentoring program they would help those teachers fully understand the tools within our adopted curriculum and then how to use those to the best of their ability to help students Mr click So reading through here I went through your stakeholder uh engagement process slides just kind of get more of a broad concept of it and in in that was embedded in a couple articles and so my questions preface with this one of the Articles was talking about kind of self-diagnosed good teachers or or phale teachers and so what is your evaluation plan for finding or weeding out these so-called I call them egotistical people who think they're great and I I I spent 35 years teaching but in all reality you're the one just there clicking in clicking out um so what helps pick the right Mentor for you and if you don't have the right applicant will you not engage with that that's a great question because what we definitely want is that Mentor who is on the top of their game who has science of reading in their background who is um who has looked at PBIS within their classroom and we are looking them as a stellar teacher uh and so those are things that we have a our current rubric using the udl framework um so we do have a teacher success rubric that that would would be a good starting point we'll also talk to principles and get their recommendations before this before we would actually engage in hiring someone and then also just through an interview process we would work with the person um through an interview process and ask them those questions that we talked about tell me about your reading foundational skills tell me what you know about this tell me about fluency tell me what happens whenever you have a teacher who's using various tools how do you streamline that effect and so our our interview process would help with that as well awesome thank you Dr Mr Nan um first of all I appreciate the fact that you're thinking about rolling this out K through three and the alignment with our goal for improving reading scores that's a great fit there and and focus and I also appreciate maybe to reinforce what Dr Phillip said um using people who aren't currently teaching as mentors as someone who years ago when the state provided that whopping 250 $50 um I was in the classroom and a mentor and it is it is a real challenge to to do that and and actually along with that um I thought one of the most effective things I remember doing with as a mentor with a mentee was to um we both got subs and we observed other teachers and then debriefed on that and one of the pluses here is that would only require one sub I know Subs aren't easy but but it gives more flexibility for the two to work together and I appreciate that part of it so I have a a data question it says you'll evaluate the impact which I appreciate that you you have that um as part of the plan um evaluate the impact through literacy scores so the data person in me wants to have a control group and an experimental group but we're not going to have some teachers with mentors and some without correct so what will we look at for literacy scores to see if it's how will we know if it's successful so we'll have sorry I'll I'll jump in there because I I just want to talk about data we can stay to later after the meeting so talk about D so fortunately one of the few things to your point Mr Schultz one of the few things that hasn't changed in a number of years is the test the I read three test and so we will have previous years data for teachers who were in their first and second year that didn't have a mentor to compare to this year and next year I would anticipate that we would want to do this for at least this coming school year and the next school year before evaluating um whether or not we continue with it K through three we stop completely or we expand it to other parts of the district okay thank you and and one other question the new teachers coming out of colleges are they up to date in your opinion on the science of reading or that is mandated from the state that they are up to speed on on the science of reading but we also know there's a big difference between fully understanding research and then applying it in the classroom so we definitely want to make sure that application is is accessible to our newest teachers and they fully understand the why behind it so yes they are coming out better prepared with the science of reading but now boots on the ground how do they really make sure that it's happening okay thank you any other questions Mr major yeah just one more um thing if you go back I think it was no it was the other direction right there the goals so um I asked about this before and I just I see reading reading reading and I totally understand the read reason why reading is is on the list based on the state requirements I just want to ask that we also have a similar focus on math right so um we talk about being the stem capital of the state you can't be the stem capital a state on reading alone so just please let's do what we can to keep that focus on math as well um just because math is currently not the target for what'll hold a kid back doesn't mean it won't become that in the future and if we're prepared for that now uh as we're doing the reading I think we'll be much better off but I just I don't want to come back next year and see now we got to do all of this for math because we we only looked at how we were being graded which was be on the reading and I think I'll use a term that was was sent to me once so um the hard part with doing Year bye is we're now looking at kids as a score and all the kids are different so that's been told to me numerous times so um the data is great I'm all for data but we have to look at a lot of factors there that are part of the the algorithm which is teacher tenure you know teacher schools where they learned quality of their student teaching CU I look at some of this like mentoring starts at student teaching and then it progresses through in your classes with an older teacher or a principal and I think that's something that I'm I'm curious about is what what is it that we're what should we be doing today already that is not getting done that's causing us to have to do this and I know we've got a lot of people spread thin and that's why a year ago when we talked about the $500 million uh I mentioned like the auxiliary gems 50 million bucks right there throw that towards uh a whole bunch of uh teachers AIDS and that helps that stress income ratio change a little bit so right uh Mr Schulz please do give our thanks to the CCC for the work on this much appreciated and I apologize I mentioned earlier that this was an approval item it's not an approval item we actually have um funds that were set aside I going to try to remember it was 10 or 11 years ago um that were transferred into a professional Development Fund that still has somewhere in the neighborhood of $120,000 in it um still uh has not been used to this point so Our intention is to take that and use it for this it's not a it's not a property tax supported fund so it doesn't require an additional appropriation but we wanted to introduce the topic to you allow you to ask questions and then of course let us know if you have any concerns about us moving forward with um with this for the fall yes the only concern I would have would be having funds that are 12 years old that we haven't used so Dr bosan hello again just one slide on our spring ADM report this uh chart you are used to seeing is the same that we use in the fall and um was sent to you in advance so nothing nothing out of the ordinary um down 136 students in in the Fe in the February 2025 count um which you if you recall that's that's consistent with other spring average daily membership counts um last year uh down 61 students the year prior down 70 students two years ago down 158 students and the year prior down 120 students so these are it's a common theme for us uh also reflects our early graduates that we have um in BCS I think about 50 this year Mr Edwards if I'm not mistaken um but again I won't go into too much detail here unless you unless you have questions and if you if you do that's great and if you don't I'll continue on to my next my next item and again I'm going to interject and just add on that this is common in the vast majority of districts across the state that from Fall to Spring it's declining enrollment the only districts that actually increase are the ones that are building three and 400 homes per year and you can picture which those districts those are U we do look closely at where we are declining and try to determine the why but often times there's employer actions in the community that we don't know anything about until we dig into one of these numbers and then realize that there were some Cuts made somewhere um but this is pretty consistent with the average of the last several years Mr Nan um so I I fully understand that the high school chunk of that is is kids that graduated early it seems like Clifty seems like an outlier and I wonder if it's is Clifty typically an outlier in this or is it just a one-time phenomenon um do we know what's going on there yeah so not speaking to Clifty specifically but typically our title schools have a have a variation with their enrollment um Taylor's Ville Schmidt the same so you'll see those enrollment numbers um PE and Valley a little more so than than other buildings so um we can look into it a little bit more but I I would assume that's the same with with Clifty So to that point Schmidt and Smith are up 23 where Clif down 22 and so there's a lot of movement between those three schools yeah that that was my next question is how many of these were trans School transfers by chance so histry would it be possible to get like uh uh Total Trends over time just to see I think um Dr Phillips mentioned something that's pretty important uh with respect to like covid changed a lot of things so I know for a fact that people I worked with started to move to Greenwood maybe out of state and so that that changed the dynamic of Columbus a little bit and it'd be interesting to see like 2021 and then from there on to today just to understand was there a peak are we in a valley where we and then we've got our projections that are all projecting down slightly so it'd be interesting to see where we are with respect to those projections are we on the line above the line below the line just so that we can have a a better understanding of where we think will be you know 6 8 10 years from now sure we can get that to you we have we have a lot of ADM data probably data is good data is good thank you we ready for the next presentation I'm ready for the next one okay thank you uh so this this photo just thought it was a good story so it's it's 8:20 so we'll start on story time for the next presentation which I'm sure you appreciate so these guy these this is part of the construction crew at at Schmid um and Katie day is a principal at Schmid and she if you know Katie she's um she told these guys she's like Hey we're going to take a you guys rather be the yearbook this year so we're going to take a picture of you for the yearbook so you can imagine you know construction guys are yearbook you know whatever so um so that's the yearbook photo they all lined up and there's a few of that even smiling so I thought about this this weekend um a lot of these guys worked on the par side project also because they're connected to Maxwell these guys aot of and with a tremendous amount of pride so um we'll take a walk through Schmid in April with the board um you'll kind of see mid progress things we don't mention work this work I wanted to point that out honor these that are doing a tremendous amount of good work for us here keep up or I keep up with you this chart is what you have seen the past couple scho meetings [Music] andii simar you'll see that [Music] number here here from element element [Music] I should look and see if she's still here she's still here um she's answer question so just we'll through some renderings here just most of may not have M office from the front office the main office when you're inside the front um for um reference sake this is just inside um what used to be the main office on the Circle Drive to the left is the media center in there um that that they'll be able to see out to which you'll see on the next slide uh that rendering and then that's a small group instruction space just above that's currently a courtyard that's that's open to the air be that Media Center really excited about that we'll make some tunnel improvements there but the tunnels will remain as part of the design of the building um on the next slide this is a new Corridor that will be added uh one one item that the teachers that Smith talked about was the fact that you can't really get from point A to point B without walking through lots of other classrooms so this will help solve um that with the addition of a new tunnel at Smith Elementary and the next slide is just inside of this area for the stem lab in the maker space uh stem instruction is a big deal um in bcse as you all know it's a even bigger deal at Smith Elementary because they're really good at it and they've got great robotics teams and a lot of this design is is reflective of that energy at Smith Elementary this is an example of a classroom Commons a grade level common space with a small group room in a classroom um adjacent to that which is similar to what you've seen in some of the other building projects um these next two slides I have these in here to show an adjustment that was made to meet to meet budget so you see the special lead Wing in this slide in the top rightand Corner um that was actually an addition that was originally proposed um and then when budget came back in uh we realized we were hot on budget so uh realizing that we could still accomplish we asked CSO um to sharpen their pencils and see if we can still accomplish the needs of that of that area for special education um but not have the addition um so we were able to do that they were able to do that without any sacrifices so the the change then is the music room has now moved in the place of One Flex classroom next to kindergarten uh Dr volz did a great job working with her team and communicating and um asking for any concerns um and because of all the original needs and wishes and wants were met um that that went very well there Smith Elementary and saved us a a substantial amount of money we able to help us meet budget as a result um this is a site um a site example with pavement so I have this on here because there is there is a substantial difference in this um so on the leftand side which is the west side of the property you'll notice um some additional new asphalt there um to to Stage the car line in there so get the car line off of Way Cross which the city um has interest in us um for a safety standpoint with the city obviously to not have our car lines back up on city property which we completely understand so that's the solution there and then on the east side of the building uh is a new bus lot so this is the ABS lot and Alternate that we took within the project um under the premise of you know if we if we make an adjustment on a future project um say in the third phase of our Envision work um financially a financial adjustment with the scope of one of our later phases um in order to do things right in this project we said we thought that was appropriate so we talked to Dr bols and her team about do we do the bus lot do we not do the bus lot and there were a lot of feedback about um just pedestrian safety and such and we thought uh let's do the bus lot it's the best thing for kids and for that building so that's that's a result of that so on the next slide this document you used to seeing I won't go through all the details but the the top are a synopsis of all the uh lowest responsive biders by bid category the bottom um all the contingency fees the reimbursables the Staffing fees Etc uh for that total GMP amendment number one um which is we are seeking your approval for tonight at the bottom uh next project is Northside Middle School so Mr BJ marks is here I appreciate uh BJ hanging around um after his uh Teacher of the Year celebration BJ is on the design team for Norths side middle school and Mr Marks has been in this building for a long time and I will tell you what I appreciate um I appreciate a lot of things about Mr Marks he and I used to work together um but what I appreciate his work in this is um through his work with the design team um he doesn't and nor to the others but uh Mr Marx is especially good at this he he doesn't just sit and wait for them to talk about ban before he gets engaged or offers opinions or that sort of thing so um we talked a lot about the gym uh Mr Marks and I and others um so anyways he is here to answer any questions you have on process also U because he's very vested in this Pro in this project so uh we'll flip through these pretty quickly this is a rendering of the library just some minor finishes in there uh this is what they um currently is the commons some additional finished work in there new furniture Etc uh this is a substantial change this would be the large group instruction space that is currently the pool so uh we heard loud and clear from the north side folks that they uh they need more space for large group instruction uh band choir cheerleading wrestling type things um that doesn't eat up the whole gym so we're really excited about this going in place of the pool uh this is one of the two large shared um science labs it'll be on the second floor on the East End of the uh building the 1960s space uh the next one is just a rendering of a typical classroom uh the classrooms will be some of the classroom walls will move others will not and just have some finish updates new technology new furniture on the next slide is a is a rendering of one of those grade level Commons spaces um where each each uh floor has one of these great level Commons available and um the next slide is uh the gym so um some really minor finishes We'll add some windows in the gym uh the gym floor needs replaced it's an end of life right now um and a few other items in there but not a major overhaul in the gymnasium the next slide I have on here is um these this helps explain the alternates we've taken in this one so um I'll get into the bid categories here in just a bit what those bid results resulted with we were fortunate to have good bid coverage on this project and uh good numbers so we're able to take alternates through this so um I won't go through a whole lot of detail on this but number one that's the it and the and what will be the CTE area we're able to take that um to right size those spaces the uh we will add a new freezer and move some walls around in the kitchen to accommodate on um a fridge and freezer space that's been in Need for more than 10 years uh number four on this is the World Language it's currently the health classrooms and an art room those will be changed for uh the world languages foreign languages to be in that area and then uh five we barely got within budget Mr Marks he was really just asking you know for I'm joking it was a priority for Performing Arts um to have um to change that there's there's elevation issues in the flooring there and also the addition of practice rooms and such um so we're able to take number five is an alternate um number three is on on here we did not take that as an alterant those are just uh finishes that we um in those areas the bookstore and some restrooms that we'll go back afterwards um assuming that we um have contingency funds which we likely will and what's not pictured on here is a similarly flooring and paint finishes in the locker rooms lower level locker rooms so again we'll come back and do that after the project um should be pretty straightforward uh second to last slide I have on this um this is I I'm not going to spend all day going through the floor plan of the entire building but um a couple things I'll mention here that collaboration space I've shown you a rendering of that a moment ago um that's shared within the classrooms uh boys and girls restrooms to the left and on the right hand side one of two life skills classrooms right now life skills at North Side they occupy a classroom um and these will be designed around um the many different needs of the programming that exists there um and then the classrooms with small group rooms in between um again right sizing those classrooms um on the on the south on the bottom of your screen as well you have this in your board packet with this uh this is meer naam's document so it looks it looks a little bit different than Maxwells Myer naum is our construction manager on this project all lowest responsive biders on the top uh we did have two of those biders that pulled there uh during review their numbers were very low and and when they were um followed up with the next day they realized they made some mistakes with their bids and they pulled their bids um so what you see there is a result of of those two being pulled already uh the middle section all the contingency see reimbursables General conditions fees Etc and in the bottom a synopsis of the alternates that that I explained uh this project um for your approval uh the GMP is on there at 44.9 and when you add in soft costs we are at 50.

Thank you for joining us on our committee on education. We have one resolution to hear today. This is Senate Concurrent Resolution 134, Senate Resolution 113, which urges the Department of Education to provide a detailed report to the legislature on the true cost of producing school meals to ensure transparency and avoid unnecessary price increases. To testify, please. Good afternoon, Chair Kani, Vice Chair K, members of the committee. Minoa, deputy superintendent with the Department of Education. The department stands on its written testimony which provides comments on this measure. The school food service branch currently has a system in place to identify the cost of preparing school meals and releases both quarterly and annual fiscal reports that are available to the public. Thank you for the opportunity. Thank you. And can I get a copy of your testimony, please? Anyone else here wishing to testify, Miss Baser? Aloha, Chair, Vice Chair, Senator Kuha, Nate Hicks, Hawaii Public Health Institute, uh, in support.

I think it would be much more achievable with this plan at the school systems um and very you know non-traditional unconventional way but I think in this generation it works um yeah and of course the overall goal of health and nutrition is very important in the schools. Thank you. Anyone else here wishing to testify on this measure recess? members questions question do so if I heard your testimony correct it sounded as though we don't read this resolution you're saying yeah we have the information available to the public right now so but is it break down the cost I believe Can you give us an example what process how it's working now? I think we have it like um what it comes up to like 1466 for breakfast and lunch total costs. Is it broken down like how much for labor, how much for um food for preparation, how much for you have it broken down because that's what this reso is asking for, right?

Welcome Clearwater USD264 staff, parents, patrons, and anyone watching on YouTube. Welcome to the superintendent update. Uh Clearwater Clarity Volume 18 for April of 2025. Um so glad that we're kind of moving into the spring and working into the last quarter of our school year. We're excited about all the opportunities and the growth that have happened this year, but really want to come to you this month with an opportunity to talk about snow days. So hopefully as we roll into April 1st and we roll into the rest of the school year, we don't have to worry about snow days the rest of this year. We might, you never know, but hopefully we don't have to. So I really want to talk about and just clear up and provide some really strong communication and specifically relevant communication about technically we we call them snow days. Uh what are they?

Uh, so starting around 2009, somewhere in that area, the law kind of changed to where you could choose days or hours. So, you could choose 1686 days or you could choose 1,116 hours. The law has now changed to where it's just hours. We must attend at minimum 1,116 hours for uh K through 11th grade and 1,096 hours uh for our 12th grades or our seniors. And you must meet those hours within a calendar year um to be able to be considered it an accredited year. And what does an accredited year mean? meaning it counts as a year for students to move towards graduation. It counts uh for staff for a years of service. It counts for school districts to be accredited uh with the state uh in those regards. So it is a compliance law that um the only negative or punitive action is not being accredited uh for that school year which is is a big deal and so we want to make sure that we take all that opportunity.

e e check test one two good evening good evening everyone good evening and welcome to the school board meeting it is 6:30 and it is time for us to unfortunately call a halt to all the conviviality we have in the room we're going to start our school board meeting for Monday March 31st the first item of business is the Pledge of Allegiance I'd ask you if you're able to stand and recite the pledge with us I pledge Al to the flag of the United States of America to the for it stands Nation indivisible jice for all I'll call the role please respond if you're here miss Lloyd here Mr major here Mr nen here Mr Glick here Mr schul here miss Weldon is absent tonight because of the calendar conflict we'll do our best in her absence uh Dr Phillips thank you Mr sener we' like to start off each of our meetings um reiterating and reconfirming our vision mission and core beliefs and so I'll review that those for all of us this evening our vision is that bcse is the choice to learn work and play our mission is that we develop expert Learners by partnering with our community to invest in people and our core values are that we all can rise to the challenge of high expectations that learning is most effective when we have Choice flexibility and see relevance that we Thrive when our physical social and psych psychological needs are met that our community and School District are stronger when we partner with one another that we flourish because of the diversity and variability in our community and last that our democracy and Democratic institutions are strengthened by civic-minded citizens thank you Dr Phillips we have a number of exciting and well-deserved recognitions this evening uh first up Mr Clark Mr Lewis from Columbus North could you kick off our celebrations please good evening uh thank you for allowing us to be here uh this is an exciting moment for us to get recognized by the board for all the hard work that our boys and girls have done this year um I want to personally say thank you to our coaches for taking a time and an effort day in and day out to make sure like our kids are becoming great outstanding young citizens and they do a great job of making sure our kids are doing the right thing in the classroom as well um I want to invite Bob Arthur up first or Bob Arthur up first to allow him to talk about the gym aing team thank Mr Lewis and Mr Clark for all your support that you've given us um it's wonderful to be recognized here today by you folks and we appreciate that um just to I'll give you kind of a few things what these girls have done uh we went with an undefeated dual meet season uh we went to a Connorsville Invitational and we ended up being the Champions on that we were the sectional and Regional Champions this year and we made the final four finish at the state meet so our girls have been blessed with an absolutely fantastic year um a few shout outs I you know Mr Clark has always been supportive of our program as well as Brian Lewis and and the rest of the athletic department Jason Perry Logan hon and Bev Addis have all been very helpful to me and um um I want to thank thank them also the trainers Kate Cockerham and and chance newerk I didn't see them here but um they've helped our girls with all their boo boos and um kept us going um got one Co coach Sandy fresh hour is here Sandy and I have actually coached together for I think it's 35 years um believe it or not and um uh she was uh uh here slightly before me I actually started in ' 82 and then left for a while then she came back and she was here and and uh so we've been a it's been a great coaching team and we've kind of traded back head coaching positions and and uh um and also pretty much consider ourselves co- coaches all the time I mean we you know I might be a head coach and figurehead only but uh um I I C certainly couldn't do what what's been done done with this these teams uh without her and and um and I don't think she could do it without me so I think we make one heck of a great team uh another coach who was not able to make it was Claire Thompson Claire's joined us for a couple years ago this is I think her second year she was a Columbus North allaround state champion and also a member of the 2016 state championship team so she brings the youth to the program the girls just love her and I'm hoping that um uh will continue to keep her latched into the program and keep her in the fold I want to introduce the team members real quickly um I'm going to start with their seniors you girls could just raise your hand almost do a salute if you want uh Rees uler Miss Rees and Rees was actually finished in second place on floor so she uh was a great medalist today or this uh year at the state meet AR and Senior and then our Juniors Ellie McIntyre and and Hannah Perry eie Richards sophomore Emerson Chambers and freshman Addie Gil Hayden Harper Aon hwit and our manager freshman manager Katie Castaneda those girls they they're being awfully shy they're me anyway the other U uh shout outs I want to give is to the parents they've been um uh wonderful in their support of the program and um have always stayed in our corner and helped us out um so I believe that's it other than I do want to also give a special shout out this is self- gratuitous to John hin who um was a former uh Columbus uh Columbus High School and Columbus North High School coach um almost a legend in time in the high school world and John got me interested in the sport so I don't know thank them or curse them but but I I'll thank them I'll so that's all I got thank you very much thanks Bob next we will have Matt Joyce our head boys wrestling coach thank you Mr Lewis thank you to the board M and Dr Phillips um we uh our our uh dual meet schedule doesn't look uh our dual meet record doesn't look especially exceptional um we took on some really tough competition this year and um and I'm I'm sure it's no mystery to to you guys uh you guys signed off on all those overnights um we crisscross the state looking for the toughest competition that we could find um Indiana Matt uh which is uh news publication website uh for for Indiana high school wrestling uh their rating of our schedule was that it was the eighth toughest in the state um which is a pretty big deal considering the people above us went off to Ohio and went took advantage of out of state rules um to go to to some really big big time tournaments uh on the national level um we with that tough schedule uh we still had over an 80% retention of our athletes um that's that's a big deal and a big Testament to our coaches um that you know to be able to maintain those guys and and keep those those kids uh in the room um was a big deal for for our program um that being said I want to want to give a little bit of a shout out to our our underclassman and our JV athletes that participated in the JV state championship um they we had two JV state champions um and our JV team finished fifth uh in the state as a as a whole um this year we had uh we had four academic All State athletes which which is just a testament to our athletes taking student athletes seriously um and it's something that we preach on a regular basis uh this year we sent three three athletes to the state championships in uh in Indianapolis uh which is the most that we've sent since 2009 as a school uh Asher Ratliff was a qualifier uh justice Thorton placed seventh and then Cohen long placed eighth um and this is now our uh fourth year uh sending a sending an athlete to State um and before that it had been been a very long time um so I'll start primarily with a rundown of of Justice Thorton who uh he uh had a conflict a college visit that he um needed to go on this evening and he's unfortunately not able to be with us but uh he leaves Columbus North as one of the most decorated and and most um one of the best wrestlers to to have ever wrestled at Columbus North uh he's a two-time state State place winner he uh is a three-time state qualifier four-time semi-state qualifier three-time Regional Champion three-time sectional champion and the first ever four-time conference Champion um he's the second ever three-time State qualifier uh and this and um along with along with those State accolades um he he's the he has the school record for career winning percentage at 89% uh he has the Freshman wins record uh School record with 37 wins he's the second in career wins with 142 and 17 record um and he's the fourth in uh single season Falls with 30 Falls uh he's represented Columbus North and Indiana uh at Fargo on on the national level um this is it he's gone twice and he's he's seeking his third uh third attempt at that tournament so and he's got a five a five and four record at Fargo which there's a lot of kids a that don't make it there and there's quite a few kids that go and don't win a single match um so so the fact that he's gone and represented us well on the national level is is a big deal um next I want to talk about Cohen long um Cohen long is a sophomore uh another underclassman last year we brought two underclassman and and this year we we took two underclassman to State as well um Cohen's a sophomore he's maintained a 3.5 GPA he plays football uh he led our wrestling team with t in takedowns with 72 takedowns uh he's got a current career record of 59 and 19 he placed this winter at the state tournament he uh he's only made one trip to Fargo but he's got a five and4 record and it was one match away from allamerican at Fargo uh we've only had two all-americans uh in our history at Columbus North uh they're both both of these guys are seeking to achieve that goal and to uh to further increase that number uh in the future um again I'd like to thank Mr Lewis and and uh and Mr Clark uh for their unwavering support and both in the ad from an administrative standpoint um and helping us truly build this program um and I'd also like to like to thank my assistant coach Adam WKA um he he's brought such a a tremendous um amount of of organization and Clarity and um and just general wrestling skill knowledge to our program um and so I'd like to thank thank all of these guys thank you [Applause] congratulations congratulations sounds like an incredible season like real Qui WR pictures good evening and thank you to Dr Phillips and the board of school Trustees for the opportunity to introduce the Edna folder award presenter Mark [Applause] rothbart we are here this evening to recognize Jim paffenberger as the 2025 Edna fuler outstanding teacher Jim will you come up and and join me you may know that along with s the Community Education Coalition the Columbus Area Chamber of Commerce and IU Columbus Center for teacher and learning teaching and learning sponsor the Edna fure outstanding teacher award for some background the Edna fure outstanding teacher award was designed to recognize the impact teachers have both in and out of the classroom this award is named for local teaching icon Edna folder folder who invested more than 46 years of her life educating students in Bartholomew County the F Jour award celebrates dedication to teaching profession ability to motivate students and staff to reach their full potential innovation in teaching style and curriculum the ability to form strong bonds and relationships with students parents and peers and contributions to the community outside of the classroom like all previous folder winners Jim is dedicated is a dedicated and talented educator with an unwavering commitment to the profession and to students he encourages the personal growth of his students ensuring that they have the necessary resources support and opportunities to reach their full potential Mr P has a magical way of motivating even the most reluctant students with his kindness compassion enthusiasm and humor his deep knowledge of Behavioral and educational strategies helps to maximize the academic success of his students he focuses on nurturing the whole person always encouraging a growth mindset he creatively adapts materials uses Innovative approaches to meet individual student needs Jim is the go-to person among his peers offering patience and Grace in difficult situations his very presence is a motivating and inspir inspiring Force helping shape the teaching philosophy of his colleagues as they become more effective Educators his calm manner diffuses even challenging situations and leads to POS positive outcomes he leads from the front encouraging others to be better Educators by his example his leadership and professional development and on continuous Improvement uh on the continuous Improvement Council consistently improves the school for students and staff Mr P's ability to truly listen with empathy meet people where they are and build trusting safe relationships is unique he makes the very hard work of teaching students with emotional challenges look graceful and fun and offers advice and strategies to parents as well Jim was recognized as the 2020 teacher of the year qix teacher of the month and the 2013 Arc teacher of the year he coaches unified track and basketball participates in theater Productions and volunteers for various school events he's active in his church music program and is known as the watermelon Bandit delivering hundreds of watermelons throughout the community Jim's softspoken encouragement always with a smile SM even on a rough day makes our school and Community better please join me in congratulating the 2025 Edna fer outstanding teacher Jim paffenberger thank you very very much it is definitely an honor to receive this award it is equal parts honor and equal parts humbling to have received the edn fure award I would like to thank siho Community Education Coalition Marsha vanam and um her role at the Learning Center I um but I'd also like to thank this building here Columbus North High School it's been my home since 1990 and it's been a great place to call home um it's got tremendous leadership that I look forward to working with each and every day when I arrive and in larger part bcsc has been a great place to call a PL a great place to work since 1987 um then I'd also like to thank my wife who is a fellow educator and she has been there right with me the whole way um most of us have a spirit animal we may not have stopped to think about it but I'd like to share with everyone what my spirit animal is and a lot of people have a leopard or a lion my spirit animal is a sponge my spirit animal is a sponge because I have picked the best people to work with through throughout my whole career to just sponge off of and borrow great examples and use those in my everyday living so I thank you all for that and once again thank you do a [Music] picture congratulations to Mr P tonight I am honored to announce the 2024 2025 teacher of the year for each bcsc School building this year nominations were accepted from students staff families and community members each building then met to engage in a process to determine their teacher of the year as I call each building level teacher of the year up to the front I ask that the audience hold their Applause in order to hear each person's name and kind words from their nomination form and then we will give them one big round of applause at the end let's begin I'm Clifty Creek Michelle matney art Michelle Works to not only give students a creative outlet but teaches them life skills as well Michelle has decorated the school with student artwork helping them feel Val valued and seen CSA foda Jana Martin first grade Jana is very passionate about helping her students learn and grow academically and socially Jana utilizes student data building resources and collaborates with her PLC team to serve families students and colleagues CSA Lincoln Sharon Newton first grade Sharon cultivates Hands-On learning in her classroom which is known to be organized ized with high expectations for students she supports students beyond the bell with both individual and group needs Mount Healthy Gwyn Handlin kindergarten Gwyn works with colleagues to help eliminate barriers to Student Learning recognizing that each student needs specific tools she implements those tools in her environment with ease and student excitement for learning Parkside Dana Holston second grade Dana is a leader in the building sharing her expertise as a mentor for new teachers Dana regularly researches and learns new techniques to Aid her students and knows exactly what students need when they are engaged in lessons which provide a productive struggle Richards Jennifer Revy first grade Jennifer's craft of teaching students through the science of reading is unmatched she has systematic and explicit daily literacy lessons that students enjoy she is patient caring and puts her heart and soul into her classroom of students Rock Creek Cara eoman special education Cara is the purest definition of an exemplary teacher she meets with teachers regularly to ensure her instruction aligns with class expectations as well as meeting students individual goals Schmidt Michelle Barry fourth grade Michelle knows each of her students interests strengths and areas of growth extremely well she is always willing to host instructional rounds share best practices with her colleagues and Foster positive relationships with students and families Smith Tatum sa first grade Tatum excels at using data to implement classroom interventions in order for her students to grow and achieve her classroom is a safe and inviting place for all students as she strives daily to meet their individual needs Southside Paulie major third grade Paulie remembers each and every student she has taught over the past 27 years at bcsc and they remember her for her engaging and creative lessons she truly believes that teaching is the best career ever and has mentored others along that same career path Taylorville Jennifer Arkin second grade families have stated that they feel very blessed that their students have such an amazing loving and inspiring teacher in Jennifer Jennifer's classroom is characterized by respect collaboration and a genuine enthusiasm for learning Central Beth flamion math Beth has an unmatched dedication to Student Success she is deeply committed to ensuring her students understand and Excel in math as she teaches prealgebra algebra and geomet ometry requiring meticulous preparation and organization North Side BJ marks band director BJ marks combines high standards for both himself and his students as he utilizes his subject manner expertise and unparalleled work ethic to produce a band that is impressive and dedicated to Excellence Columbus East Lynn Acton math Lynn's interactive teaching Style Hands-On activities and high energy approach to teaching make it nearly impossible for students to disengage in their learning she holds students accountable with care creating a classroom environment built on trust encouragement and high expectations Columbus North Amelia Shaw German immersing students in the German language and culture in her classroom Amilia is a master of the craft of teaching a language her consistent Partnerships with both community members and exchange programs provide students with real world experiences to enrich their High School careers and depth of learning CSA NCH Zachary Schroeder math and Engineering Zach provides exceptional dedication to his Student Success in the classroom both academically and personally he is highly knowledgeable in advanced mathematics and takes the time to explain complex Concepts in an engaging and thorough manner C4 Jessica Davis engineering Jessica's class projects are well thought out and the students respond well and are prepared for their College and Career experiences she is a collaborative colleague providing advice support and problem solving to reach every student's needs Early Learning Alisia Harrison prek special education Alisia is dedicated to her students and families she collaborates with the preate team to provide resources strategies and training to support students CVP Anita Watkins math Anita is incredibly diligent and consistent with students showing care and dedication to teaching math she is creative and finding instructional tools that help students overcome the complexity of learning mathematical Concepts virtually one family notes she's extremely kind and it shows she loves her job and her students please join me in celebrating the 2425 building level teachers of the year [Applause] sister teach what I was good best now we could relocate back to the admin building exactly should we should we invite them it's like the Red Sea if you're here for the rest of the meeting you're uh welcome to come forward or stay where you are uh congratulations to all those we recognize this evening um as one of the coaches said I think especially we owe thanks to the parents uh next item on the agenda is Schoolboard member reports this gives Schoolboard members the opportunity to bring the rest of the board up to speed on committees that they attend and represent the board on I'll uh just go down the line Mr miss lyd anything to report this evening um I attended my first bcsf uh meeting last week I enjoyed hearing about the great work they're doing um couple of things happening so there's going to be a communication sent out to teachers in the coming weeks regarding 2025 grant opportunities so the foundation's really excited to get some dollars into the classroom soon um they're also prepping for the MAA Gala which is set for April 26th um reminder that part of the funds from the Scala do support stem programming at bcsc um you can get tickets online and through the foundation uh and then um really important for me to acknowledge um because Todd Grimes is involved in leading the charge in the good better best 5K um which is happening um also in April also the same day April 26 so you can start start your morning with a 5K and into the M Gala um all to support bcsf um so just really excited about that opportunity um and last but not least um Council for Youth Development had the annual youth Summit this past Friday it was amazing to see so many bcsc students um around a hundred of them from all over um the community day of learning leading growing um they participated in um really great conversations with Community leaders around financial literacy networking goal setting and follow through which I thought was really interesting um it was just a wonderful day for our kiddos so I was glad to be a part of it thank you Miss Lloyd Mr major no no update for the health trust but for the Redevelopment commission uh City Redevelopment met and they talked about the Rubicon 11th and Washington housing project everything's moving forward there they talked about dver Road sanitary project for Toyota area uh that construction will start next month they talked about a well Boro airport master plan that's starting out with some data collection and stakeholder engagement and then on 417 April 17th from 4: to 7: p.m.

663 uh which is just a tick under the budget allotted on the previous uh a few previous slides for North Side so happy to answer questions you may have have of me or Dr Vol or Mr Marks Mr Glick the only question I have is for Smith uh regarding the the sped area that was uh yep made smaller um if we find room in the budget like we did with Schmidt and the parking lot will we re uh re attack that no because that's actually a building addition okay it would actually be new square footage it would be we've actually reduced um short answer to a long long question but um it changes mechanical it changes Plumbing it changes um even some storm retainage uh from runoff and that sort of thing from a new roof and and all that so too expensive yeah so again we in case you can speak to it if if you're interested but um we were we were we and her team were satisfied with with uh cso's solution of that without making sacrifices to the programming that they had so so to go along right to go along with that um with the current new plan for special ed how does the square footage compare to the current square footage for special ed it's it's substantially better um I can send you numbers I don't know I'll let Casey speak to what they kind their current state is and how they're broken up between um spaces um but I can I can send you specific numbers if you're interested also so with our Ed programming in our um building we were able to cut down on classroom square footage a little bit because we only have up to 20 students in that program but we were able to maximize spaces like sensory room spaces OT and PT spaces um and additional spaces for small group areas for students who might be escalated or struggling um so we were able to gain a lot by losing that addition we still gained everything that we needed um in our special ed program is um were involved in that process and they are pretty happy with the way that we were able to compromise with CSO and Maxwell on that thank you other questions thank you Dr bosan Miss VES we appreciate the presentation this evening Dr Phillips thank you Mr Stenner before we move on past this last slide for Dr Boseman I just want to point out the dates um we realize at both of our renovated spaces thus far at Parkside and Schmid that had begun we hadn't really been able to celebrate the beginning of those projects as you would with a groundbreaking and honestly I I think I sent Dr Boseman last week one time I saw a story about a district somewhere that was tearing down and building a new building in place of a 37y old building and I thought it's just a testament to how well this community invests in its facility and it keeps them maintained over time um and so for schools like this this is their groundbreaking when they're going to renovate the building um almost completely so we want to have those those are dates for you you're certainly welcome and anyone from the public certainly welcome to come and celebrate the beginning of those projects so for you tonight we have uh the first reading of policy package four this is our fourth group of policies brought in for front of you for the reor policy reorganization uh simplification process tonight um we have for you eight policies that'll replace or consolidate all or part of 15 policies um but this evening they are um and and just a reminder these were posted uh the afternoon of March 14th uh for public review for anyone to go in and see tonight will be the first reading and then the second reading would be at the next board meeting with a request for approval um what is different tonight for you is that there are um there is one policy that is new that is the last one on the list today the armed security that is a reflection of The Proposal earlier um the state of Indiana did authorize that schools can hire their own armed security forces many districts have their own Police Department thank goodness we have a terrific relationship with the city and the county and we don't have to do that but that state law does allow us to establish um the ability to have employees who are armed and so this policy that you've seen and we've discussed in executive session U is a new policy that would allow us to to hire those folks the other difference this evening is the board staff communication uh policy d175 uh is a return the policy we brought back for a first reading already and then did a a board work session there are several changes implemented there sent that to you in a Redline version probably two or three weeks ago I think um implemented several changes at the request of the Columbus Educators Association not all of them but um I think three out of the four of their requests are integrated in there um so I'm happy to answer any questions that you have and or entertain any motions that just a reminder since this is our fourth time back at this um when we decided to move forward with this process um we said that instead of taking every every policy to a board work session uh we would just review the policies in front of the board during the first reading and then the board could make a motion any member of the board could make a motion and vote to ask to take these any of these policies to a work session that we would schedule I believe it's at least two weeks prior to the ne the second reading when they would be approved thank you Dr Phillips uh board members do we have any policies on first reading tonight that we'd like to schedule a work session for okay Dr Phillips I think we can go ahead thank you oh uh next is public comments we did not have anyone sign up for public comments tonight so we can move into the business portion of the meeting first is uh old business Dr Phillips thank you Mr Stenner uh request for approval of the minutes of the March 3rd regular school board meeting and the March 3rd uh executive session proceeding request approval of item 6A old business is there a motion from the board I move to approve line item 6A as presented second Mr Schultz Mr major thank you for the motion and the second any questions or discussion on this item hearing none we can move to the approval process all in favor of approving item 6A please say I I any oppos same sign Dr Phillips item 6 a is approved thank you next on the agenda under new approval the um the routine um new business items supplemental contracts field trips and professional leaves and school fundraisers um I will point out that item B and C do also have um sub items being requested approval in in a rear um the field trips is going to be I think that one was pretty normal that they didn't expect to go to the uh or didn't necessarily have a plan to go to the state championship um unders school fundraisers were continuing to work with the school schools School leaders and Club sponsors of which there are hundreds and making sure that we get those field uh fundraiser re requests as soon as is possible prior to it starting under claims and pay uh we request approval under item 7D of the docket claims of just under $1.6 million uh for the March 31st date the pre- runs from the prior month for just over $6 million and then the March 7th and March 21st payroll amounts just under $8.2 million also under new business we have the elementary student handbooks uh we sent that out out um knowing we've we've done some major overhauls to the organization of the handbooks secondaries weren't quite ready yet so the elementaries were sent out a couple of weeks I did receive questions from uh one School Board member and then sent those to the rest of you so you've seen the responses to that but I understand there may be the need to uh to look at that one push it out to the next meeting that's up to you all as a board if you want to take that one and push it out uh and consider it with the secondary handbooks at the next meeting also approval of the elementary curricular material scence uh that was science weekly from the last board meeting and then approval of the guaranteed maximum price changes for Smith Elementary which is part of the Smith and East C4 GMP as well as guaranteed maximum price changes for Northside which is part of the north side and North C4 GMP and then also permission to receive bids for the construction management firm at the Taylorville renovation I request approval of items 7 a through 7i new business I asked that I ask that we pull out line item 7e for an independent vote pull out line item 7e we got consensus that the board's good with that okay do we have a any others items that we'd like to pull out of the group is there a motion about items so I I move that we approve appr um item 7 a through D and F through I second thank you Mr nen uh for the second Mr major what questions or discussion do we have on these items hearing none we can move forward with the vote all in favor of approval item 78 to D and F through I please say I I any opposed say nay motion's carried I move uh 7e I move that we table uh line item 7e uh and review it at a later date thank you Mr schal is there a second of the motion a second I'll recognize second from oh gosh Mr nan oh Mr Glick okay Mr Glick War wrestle uh I'm sure miss chrisman's going to enjoy going back over the audio for this meeting um motion is to table item 70 to a later meeting any discussion I think the only thing is is and I'll be the admission I was the board member with a lot of questions um I think just given the amount of questions it may be valuable I know that we I was kind of wondering if one of the other policies would get a working session it may be valuable to pair that into the working session and have a conversation around the handbook um and then I know that there was one of the questions had policy 8500 attached that's one that we've yet to review and so I'd like to bring that into scope with that elementary handbook revision okay on the motion to table I just it was a discussion Point not not to add on the from a discussion perspective the only thing I had noted was when I looked at this yesterday PPR protection of pupil rights amendment it says funded by Department of Education that is apparently on its way out I'm assuming that that's the federal or is that state I don't know but there was one item in there just I wanted to get some clarity on that to understand which policy was that or that was the uh the handbook I'll get it to you in a minute okay thanks okay and Mr I was struggling to hear just want to make sure I heard you right policy 8500 you'd like us to consider that um at the same time or in our separate work session if there were to be a working session or to be consideration I believe one of the asks that I had for modifications involved standing policy from the prior year so that if we were to make a modification to the handbook it would Implement then a modification of the policy would have to be in unison with it thank you gota okay the motion is to table item 7e to a future meeting all in favor please say I I any oppose same sign that motion is carried that item is tabled thank you human resources recommendations tonight uh item 8A Dr Stone thank you the 18 Human Resources recommendations consist of five retirements five resignations four appointments and Four Leaves of absence and there are no additional Personnel recommendations I request that you please approve items 8 A and B as presented items 8 A and B is there a motion from the board I move to approve line items 8A and a as presented second Mr Schultz Mr major thank you very much any discussion or questions all in favor of items 8 A and B please say I I any opposed please say nay motion's carried and those recommendations are approved board input and review uh Mr Schultz any input or review this evening I like it to go first well I I won't thank everyone just to make sure everybody has opportunity um I wanted to say congratulations to all the the two teams that we had here with the gymnastics and wrestling uh congratulations to all the teachers it was well deserved it was great to see the recognition and see the full house that's now transpired to relatively low attendance at this point um I did have a couple asks that I I wanted to bring to the table as well for upcoming meetings I don't know if I've seen it yet but the projections or the demand from the demographer that I may have seen that and if there is any updates to that ahead of uh any talks about the Westside Elementary uh school um and that's perspective I also was wondering if uh we talked about it in ccic I think it would be valuable for the this group to see as well is um a review of the high school graduation Pathways and any update that may have came from the Indiana legislative session now that it's approaching its conclusion um and then finally um Dr Boseman I I'd ask if we can get an update on the Community Education or Community eligibility provision c um and see what alternatives may exist in funding other schools with that um resource and if we can somehow pair that and or at least get the data in conjunction with Dr hack on did schools that received this for the community the community eligibility provision is the one that funded the um free or the school provided lunch and breakfast for all the title one schools and just to see how did that influence grades or Improvement of scores now that we have the reading scores for this year all of those with the exception of the demography study update are on the on plans for the next two meetings I figured you were ahead of me but I just I just had not all not at all thank you Mr schul Mr uh like Logan said Mr SCH said uh congrats to the state placers uh the north girls gymnastics it's a tremendous feat they had a great season but I remember I don't think they lost a dual meet I think they're undefeated um and then the wrestlers uh Cohen Asher and uh um I'm blanking on I can see his face play St um one thing about Indiana that many people don't understand say again Justice Thor thank you justice Thor man you get in the moment and you forget uh one thing about Indiana is we are one of three states in the nation is a single class uh wrestling state championship so just qualifying for state is a tremendous feet you're literally top 16 in the state whereas Ohio they have two or three so I mean and and the the tournament's a little bit different so it's it's a big deal for for the wrestlers in the State uh also this morning congratulations to the east academic letter awardees uh they were presented their Awards and letters this morning uh and then over the last couple weeks Central and Smith robotics one state and we'll be going to Dallas Texas for worlds uh so that's pretty crazy and like we said we always brag about being the stem capital of the world so here we are let's bring it home and then also last and final congratulations to the Columbus Winter Guard uh state champions as well some good photos thank you Mr Glick Mr nen um so I meant to mention this during Dr rosman's um vision and vision 2030 update but I noticed the the Portables have been installed at Schmidt I don't know how you got those in that position but it it seems it looks like it's going to work really well um if if you see them they're pretty big and they somehow got through around the trees and everything to get there um and congratulations to all the teachers I have that were um that were recognized tonight I have to say a special word about Jim paffenberger because I've had the opportunity over many years to see him in action I am a firm believer that every teaching position has its own set of challenges but but he very well might have one of the toughest teaching jobs in this school corporation and he makes it look easy um because he's such an advocate um for kids and we have a lot of really remarkable teachers but I am thrilled that he was awarded that award um and let's see oh to reiterate what um Mr Schultz said um I would love to see a presentation on the new high school graduation requirements I know that's it's not exactly been um forthcoming in a timely manner from the state but it's it's our incoming freshmen that are under those requirements and we heard about it a little bit tonight with the computer science requirement and um and I've read about it but I would like to see a full presentation and I will continue to to beat the drum along with that a presentation on graduation rates before rather than waiting to hear what the state says our graduation rate was and finally um oh I should have looked up to date April the book there's a book buddies celebration for 20 years of book Buddies Wednesday April 23d I think um at the commons from 3: to 5 and I would encourage everyone to come and celebrate book buddies and it's a good place if you ever think about becoming a book buddy or um if you know someone who would be a great book buddy encourage them to come and celebrate and find out what it's about thank you Mr Nan Mr major yeah I think uh it's been noted about academic letters at e I just wanted to tell Sher thanks for sending that out unfortunately I couldn't go today but I think it would be really nice if if those things could come here as well sometime you know into of the year maybe it's a good culmination of all their effort to recognize that um principal Voltz is still here so I think that's two years in a row for three three so I knew of two so three years in a row that Smith has been represented in world s and you know I just I know she's not here but I know Mrs Haynes is huge in making that happen there's great support by parents in that school so whatever you're doing keep doing that and be a best practice Beacon of light for other schools to copy from you to their programs and then uh you know something I don't I don't know maybe Dr Phillips will mention this too but I just wanted to highlight um out side of here there's there's uh a lot of activities for the school board to be engaged in isba activities and uh this board um is we scored enough points as a team to get a commendable governance award which is pretty cool for us so um not every school corporation gets uh any level of award so um I guess the challenge here is how can we collect effectively move up the ladder next year and do more so I wanted to say thank you to all of us that were here last year but also to Pat and Todd for what they did uh over the last year to help hit that level so thank you thank you Mr major Miss Lloyd um I wanted to congratulate coach Anna Carmen and the Columbus East speech team on their fourth place State finish that's pretty incredible they had several um students who played in the top 24 in their in their event so congrats to Columbus East uh I also wanted to thank Sergeant Smith and the sro's for putting on incredible trainings at Eon North the safe um trainings for senior girls I had the privilege to attend the Columbus North day and it was remarkable um as someone who's worked in safety uh for a lot of years I walked away with new knowledge and um skills and I am just really grateful that our students are going to leave um and head off to college with extra resources thank you Miss Lloyd real quick sure did maybe I don't think I heard anybody mention about didn't Winter Guard from North also place in the state okay sorry I got good to make sure it wasn't I almost ow off his notes but I didn't I think that's is that East and North the Winter Guard yeah it's combined correct Dr Phillips thank you Mr Stenner um I I used to just think that people that didn't participate in spring break were those that played baseball and softball um and then over this last break most almost all the things that you mentioned that's what those students were participating in while everyone else was on spring break so gymnastics state championship same day as the Winter Guard competition I believe same day as math counts was going on and then the next Saturday was the robotics state championship that next Saturday that was all impressive but um I'm I'm coming to the point where I'm most happy and pleased that all of our students made it back from break safely um so that always makes me happy I worry about those those things when our students are traveling um speaking of staying safe I would just want to um send our thoughts to to Nikki and her family Nick Miss Welden whose family was hit very hard by the weather not last night but uh the week before um at the end of spring break there and there others in the community dealing with that as well and um everyone you know just think about dry thoughts over the next several days because we'll have four to five inches of rain coming in between Wednesday and Saturday so we're thinking uh keep things dry that's that's my only thought for the for the next week there especially gim floors Jim floors thank you Dr Phillips uh the next meeting of the school board will be held here in this cafeteria again on April 28th at 6:30 uh is there any other business to come before the board this evening it's not on the screen now but we do any board members uh we we we'll tour uh the construction site over at Schmidt at 5:15 on the same on that same day great thank you um this meeting is adjourned oh

Um, as you, as you've heard us testify before, we're advocating for free school meals for all of our students and we recognize that increasing costs and the production of meals might get passed on to families, um, further hindering their ability to eat during the school day. And so making sure costs are kept low can help make sure our students are fed since uh food insecurity is such a issue within our state. So mahalo for considering this. Thank you. Thank you Nate. Anyone else here wishing to testify? Angela Angela Melody Young cares providing comments. So, while I can't deny that transparency in the school system um relating to school meals is a very necessary goal. And yet I think the logistical concerns of this um resolution is that for example could it be an administrative burden because you would have to employ teams to get this done and instead yet I think what would be a more feasible strategy to approach this by is to do training at schools where if you have passionate teams that can learn to teach Excel spreadsheets and um so each school in the complex can then do Excel spreadsheets and then calculate the operational costs and then um you know learn about how to gather information and receipts and accounting processes for materials and supplies.

Mhm. Ingredients, cost of ingredients, operational cost, beverage cost, material and supply cost, logistical and distribution cost. Is that already? I don't think there's a detail because we have the labor cost all in one and then the food cost is all in one. But that's what this reszo is saying. So if you don't have that then that So that's not provided. I I don't think so. No, but you can provide that. I would have to go back and see if we can break it down that far. Thank you members for the question. So I guess for DOE when you saw that you're over budget in school, you know, meals what did you did someone go in and really understand what is the cost driver? Is it a material thing? Is it labor costs? Do we do we know right now what what why the cost driver is so high?

What do we have and and how do we make up days uh in doing that? So really within our strategic plan is making sure that we have some strong communication so patrons, community, family and staff and students also understand uh the complexity of everything that goes into ensuring that we have a fully accredited uh school year. So uh the what that we're going to talk about is uh probably prior to the early 2000s, mid 2000s, u 2008, 2009, somewhere in that neighborhood. Prior to that, every school year, uh, every school district in the state had to go to 186 days of school. And that's probably why as we grew up and we understood things, we thought about the idea of snow days. And we had that opportunity to if you took a snow day off, then you still had to have 186 days. So, you had to maybe make up days and do some of those things as in the past.

Um so the next step we want to look at is how do we count days or hours um within our system. So when we have what's called professional development days on our calendar which is each Monday from 7:30 to 8:30 in the morning and then all the professional development days that you would see on the calendar those are counted as 0.5 for every hour or minute that we offer that on that day. So if our typical day is 410 minutes, which is what our uh or 405 minutes, which is what the length of our day is for our schools, we would be able to get 202.5 minutes of credit when we have a professional development day. Uh is considering student contact time. When we have teacher work days, that is zero. We don't get any time credited towards our 1,116 hours. When we have student contact days, we get one minute for every minute.

there's a community discussion at the commons for uh the update on the 2030 plan for Columbus downtown that's all thank you Mr major Mr Schulz I yeah we met with the CCC I believe a couple weeks ago I don't want to take the Thunder from Dr hack so we did talk a little bit about the new teacher mentors which I'm sure they'll brief and we also talked about the several Advanced stem programs across the corporation and there looks like about 250% increase in participation over the last three years thank you Mr SCH Mr Clay U didn't have any Council meetings over the last uh or committee meetings over last month or three weeks but uh the wellness Council will meet next Tuesday April 8th and waiting on the the itinerary for that thank you Mr click Mr Nan um the I Advisory Board did not meet since our last meeting and neither did the bcsc high ability um group um but I do have I'll try to make it a brief update on um isba's take on the state legislature um one thing that to note is that bills have to come out of committee by April 10th so any bill that hasn't come out of committee by then um is dead for this session uh isba is still tracking over 70 bills that impact education I am not going to talk about all 70 of them um the Senate bill one property tax reform is um still has has not passed yet and um he House Bill 101 which is the the budget which impacts us um a great deal has not they're still working on that um Senate Bill 28 87 partisan Schoolboard race just passed today um so in the next which impacts all of us and in the next Schoolboard race um candidates have to be identified as Republican Democrat independent or they can leave it blank as nonpartisan um the other bill that the um isba update talked about in the most recent addition was Senate Bill 373 which um isba has been neutral on this bill but there was an amendment just added amendment number nine which um there's two parts to it one is about facilities and one is about transportation and I don't know if I get this all straight but I think each one the amendment which the amendment has passed um the bill is still pending but the amendment would create a new board that would have a representative from a new board for facilities and new board for transportation um which would have a representative from each School Corporation private school or charter school and those boards would have some oversight in transportation and facilities and um and tax revenues and that's that's a big concern for is iSpa because it's taking um decision- making away from groups like ours thank you Mr Nan I did not have any meetings since our last school board meeting uh next on the agenda is cabinet reports we have a number of those uh Mr Edwards it looks like we're going to hear from you first as the secondary science curriculum team makes their way up there uh to the microphone I'll just remind you that last board meeting the elementary team presented their recommendation for curricular material that will be that's under approvals for this evening requested approvals this presentation tonight give you a chance to ask questions in process will be on the next agenda for approval hello hello everyone it's a pleasure to be here this evening we will be discussing the proposed adoption of new secondary science and health materials for our district this process has been a collaborative effort and we are excited to share the details with you I am Laura ooley a udl facilitator at Central Northside in McDow and I am joined by my fellow udl peers Kat Gratz and Kate Sosi and the department chairs for our two high schools Andy ke Faber in at North and Aaron Len at East as well as our director of secondary education Charles Edwards this adoption process was Guided by our science and health adoption resource teams two dedicated groups of individuals committed to finding the best resources for our students we are going to first discuss the science team our team consisted of a diverse group of Educators and Specialists including the science department chairs a tech director some udl facilitators and many teachers from across the district and even a district administrator each individual member brought valuable expertise to the selection process our primary goals were to evaluate a wide range of potential resources and to optimize our selection based on several key factors these factors included accessibility we wanted to ensure the materials met the diverse needs of our Learners quality to focus on accurate and engaging content balancing that with cost effic cost efficiency making the best use of our budget while balancing also the compliance with State and or university standards to align with educational requirements ultimately though our overarching goal was to choose resources that best support Student Success in all of our science courses we wanted to ensure that we're providing our teachers and students with the tools that they they need to excel fostering a love of Science and preparing our students for their future success so a little about our timeline so our adoption process began in August with an initial meeting focusing on establishing group Norms defining our clear goals conducting and conducting a teacher survey to gather their crucial input throughout this process we strategically minimize the need for substitute teachers by utilizing professional development days and scheduling after school meetings for necessary training and collaboration this ensured that our teachers remained in their classrooms during instructional hours maximizing student learning time so following this initial foundational stage we progress through several key phases these included detailed vendor presentations comprehensive resource reviews and meticulous negotiations through spendbridge ultimately leading us up to today's board presentation okay so a little bit about how we ensured that we were accessing high quality content so our district is committed to the Universal Design for Learning therefore all materials considered had to align with the udl framework this means that that the content has to intentionally provide options for engagement in order to capture student interest multiple options for representation to present information in various ways and action and expression to allow students multiple ways to demonstrate their learning Kate will expand more but in essence the udl framework ensures that we prioritize accessible highquality content for all students this was a critical lens through which we evaluated each of our resources but beyond udl we did have other key considerations first of all the chosen resources had to integrate seamlessly with our existing bcse infrastructure specifically our student information system power school and our learning management system canvas in addition to that content expertise was Paramount we heavily relied on our committee of cont content Specialists from across the district to thoroughly analyze and discuss the resources and finally to ensure comprehensiveness we reviewed every resource from the Department of education's 7 through 12 grade bands on their state listed highquality vendor list this thorough approach guaranteed that we really were considering all viable options and and we carefully reviewed materials from a variety of reputable vendors as I said we looked at every vendor off of the state preferred vendor list some of those include companies like savis twig hmh amplify science in addition to others as well as supplemental programs like gizmos and anets with that I am going to pass it off so uh I just want to say that uh through our work with the teams and teaming at the high school level we talk about being similar to identical and so we want to be uh as as closely aligned as we can when we're looking at those teams and so we took that um attitude and we kind of applied it overlaid it here and we set a goal of trying to uh be as um aligned as possible when we were adopting materials and so I'm proud to say that we were able to do that for a large amount of our foundational courses and so what you're looking at is you're looking at a list of um the resources that we uh found to meet our needs for about for for all of our science courses so there are 20 courses listed there and so when I talk about the foundational courses I'm talking about uh biology physics chemistry um integrated uh Kim Fizz uh environmental science so those are the ones for which we looked at and said Savas really meets our needs and so um Savas is interesting uh it's a Pearson product um and so we're not unfamiliar with it if you look at the list you see Pearson uh sprinkled in there uh from top to bottom so again it's a it's a different company but they bought the Pearson product and it's things that we have used before and that we are familiar with comfortable with uh things that we feel like have produced good results on our students and so really what you're looking at essentially is a reopt of of a lot of of uh familiar materials um so uh the upper level courses the astronomies the honors chemistry zoology uh the um physics C the all of those things the AP Physics uh and some of our dual credit courses um we do stray a little bit in terms of um we don't always use the same text but um some of those are um kind of coar dependent and then some of them are um um dependent on the uh the university if it's a dual credit course um so we do allow some autonomy at uh at the the upper levels one of the interesting things is that um we are looking at adopting code high school for our computer science courses uh and that is an opsource um web accessible tool and it was developed by two guys out of Stanford uh the com their Computing science department who wanted to give computer science expertise to uh everybody Across the Nation and so nationally it is one that is adopted a lot uh and it also uh they do a lot of localized uh professional development so we felt like that was a good uh fit for us um on the next slide please on the ocean science uh that might stick out a little bit and the interesting thing with that is that um there's a semester one and a semester 2 textbook and it's it's necessary that way so um again we had folks who represented ocean science on the committee and those were the textbooks that they came up with um please go back one slide please one thing I wanted to interject on the zoology um that course that sticks out obviously at 106 that course is going to be about $7.50 per student when spendbridge did the big work then we got the numbers back and from there uh we've been able to work with them more specifically on that and so so that's a course I teach um but we will get a class set instead of a digital access to that for every student so we get the big numbers and of course we look at what's going to be best for the kids so wanted to speak specifically on that one uh the only other thing that I have to say is that the AP Bio course that's listed um you see the Pearson mastering biology life on earth that is an AP Bio course uh at East um in the AP Bio book at North will be different than the one that's listed there um it did not make it on in the spreadsheet and I apologize for that but when we put these on the secondary page because we're going to make this resource available on the secondary page that will be corrected and we'll have that uh the AP Bio book for North also added on there next slide pleasee so Universal Design for Learning or udl is the instructional framework of our district and udl is the approach that ensures all students have Equitable access to learning by providing multiple means of Engagement representation and action and expression the rubric our teachers use to evaluate resources prioritized alignment with udl and the primary resource that we are recommending for adoption for our most foundational science courses is Savas so you saw that was for seventh and eth biology chemistry physics and ICP and this resource will um strongly supports udl principles savis resources support the udl principles of Engagement by encouraging scientific inquiry through Hands-On experimentation and by offering options to students about how they can access content salices language options explicit Vo vocabulary support highquality visuals and Scaffolding demonstrate how their resources align with the udl principles of representation savic's leveled text and structured literacy help ensure that all students can access the comment the content savis resources support udl principles of action and expression by giving students various means for expressing what they know including Hands-On Labs digital simulations and real world connections next slide please um so one of the key reasons we selected savis is its combination of digital and access digital access and print materials and this flexibility is going to allow students to engage with content in ways that best suit their learning preferences whether it's through the interactive online tools and the interactive on the online textbook or through the traditional textbooks that they have in their class savis also supports students with diverse learning needs including um offering accommodations for students with IEPs multilingual Learners and those requiring assistive Technologies features such as text to speech adjustable text levels and built-in translational tools make the science content more accessible and comprehensible for all students savis also stood out because it clearly aligns with the Next Generation science standards and its three-dimensional learning framework of cross cross cutting Concepts science and engineering and practice and disciplinary core ideas savis explicitly addresses all parts of the ngss framework um another important factor is continuity from middle school to high school because s we're recommending that we adopt savis across multiple grade levels from sth to 12th grade I guess students will benefit from a consist consistent learning experience that reinforces Concepts over time and it will make it easier to trans transition into more advanced science courses because students will already be familiar with the online system and the textbook savis integrates smoothly with our District's technology platforms including power school and canvas this allows teachers and students to access and interact with the material seamlessly improving the overall learning experience and this is actually one reason why savis was so attractive to our teachers the teachers in our committee found that savis was by far the easiest for students and teachers to use it's also important to note that while savis was our is our primary recommendation many of the other resources being updated and renewed for high school electives provide similar benefits these materials also align with udl and print components and many of the science electives are are adopting updated versions of their previously adopted resources um so these are resources that we've already vetted seven years ago and we're reopt and we have found success with them so by ensuring consistency with previously adopted resources we're maintaining some continuity in our curriculum um by adopting saice along with these additional updated resources we're ensuring that our students have access to high quality and engaging and accessible science instruction thank you yeah and I'm just going to say a few words about what's on the screen there so those are supplementary resources that would also uh go along with the text that we are adopting uh and again these are things that we currently use uh and uh have found um uh engaging uh and have uh really extended lessons for us uh and have given I'm sorry have given um um let's see they've given um I can't think of the word that I'm trying to use here they they give application to the science uh that students are learning in in textbooks so uh again these are just kind of companion things that we would uh like to continue to be able to use in the classroom again they're familiar um and we're um we've used them before and uh have gotten great results from and one of the other things that I wanted to point out uh is that um CSA likes to use these tools as well and because of their problem based approach to learning um they don't necessarily cover the standards the way that uh you would cover them in a textbook from front to back those standards are woven into the problems that they are addressing at that particular time and to be able to have the flexibility uh to use these kinds of tools um is important to to what they do under roof over there um and I think that's it for me during the same time frame as our science curriculum review a dedicated committee also evaluated health education resources this committee comprised diverse District Representatives ensuring a comprehensive um perspective the process mirrored the science review leveraging professional development days for vendor presentations through this rigorous evaluation two promising resources emerged Comprehensive Health by goodart Wilcox and Health Smart by ETR both of these resources align with District standards and integrate seamlessly with power school and canvas however ETR is only offered digitally which is why the committee recommends the continued use of Comprehensive Health skills for middle school and high school by goodal goodart Wilcox our district has a strong sevene working relationship with goodheart Wilcox and this resource has consistently proven to be content-rich and valuable for our students Comprehensive Health provides Learners with rear world scenarios that promote practical application interactive elements that enhance student engagement accessibility features to support Learners with reading difficulties and visual repairments and scaffolded activities that meet diverse learning needs so the other spreadsheet was or I'm sorry slide had a bunch of numbers associated with it so I wanted to throw a number up for goodart wico as well so over the course of uh seven years uh and um you know our 7eventh through 12th grade adoption um this will average out to about 2145 uh per student uh per year with this adoption uh next slide and so the state standards are our curriculum and we are seeking approval to uh get these resources that support the implementation of these State Standards with that I'd like to open it up for questions our thanks to uh all of you that are here tonight as well as members of the team that uh aren't here uh we appreciate their time and their effort um Dr Phillips if I recall this is a presentation only tonight not an action item correct but uh this possibly would be a vote uh to approve these resources at the next board meeting uh tonight's a good night for questions and discussion any board members have questions I have a question Mr Glick sure you said that uh the AP Bio at East and North will be different right and what's the reasoning for that just out of curiosity thanks for the question uh it's it is mostly a teacher preference so in the cases where we can Levy uh maybe a better price we encourage teachers to seek the similar uh resource in this case our teachers uh they tend different workshops in the summer for AP and it's a high stakes course um usually the difference between two resources over a section or two of AP biology is not much difference price-wise um and so then we kind of allow for some like uh Mr Edward said some autonomy for the teachers to uh in one case the remark I recall was one was more concise uh so then they could kind of lean on some of the more supplemental materials um and then with the other teacher it was a lot more molecular and intricate and so they wanted to kind of U uh rely more on like a college atmosphere textbook for that excellent thank you Mr Nan I have comment and then a couple questions my comment is that um I think it's great that you um came to the decision to have Savas for middle school and for the high school core science the the continuity there is is commendable and I know sometimes with a committee like that it's not easy to get to that kind of consensus but I think the kids will will benefit from that um I have a question about the process because I so I have a lot of experience with this with math and and I think in many regards math and language arts are easier because if you're certified for math you're certified for all math courses and I know in science and social studies that's not true so so my question is how do you in the process how do you take care of you know that some people are Target teachers that uh fill a couple of buckets so some of our teachers have three or four preps uh especially if they've been veteran teachers and have been through this they may have a uh we we rely on their experience for that um at the same time we do like new blood as well so we really try to get a wide range of teachers that have taught a lot of different classes but then also uh bring along some some high energy uh teachers I may have some different perspectives of that as well um and not just current classes but some of those veteran teachers that have been teaching for 20 25 years have taught it all I've seen it all um in some cases we've had uh a Resurgence in a cur a course that was formerly taught and so we really rely heavily on that some of our teachers have have moved from middle school to high school or high school to Middle School we'll tap those teachers as well as they have a breath of experience from from both aspects so um I hope that answers some of your question I'll hop in just for a second um the other important thing to know is that they send us samples so they send us hard samples and they also give us um logins so that anybody in the department can log in and take a look at the materials uh I got a phone call from East probably three weeks ago and uh it was the receptionist there or the um the lead admin and she said I hope you don't mind I'm gonna open this mail it has your name on it but it's got books in it I know because it's heavy and so I was totally okay with her you know opening that but that just there they're sending us those materials to distribute to folks in the department to have a look at it to to be able to provide input and and feedback okay well I I appreciate stepping up to the extra challenge of that adoption um my last question is computer science is that AP Computer Science and if so is it I think there's three AP Computer Science courses principles A and B is that yes so uh with the computer science is largely U looking at the new diploma requirements so incoming uh freshmen are required to take a semester of computer science so um yes and we have taught AP Computer Science um so the AP would be different this is talking about the the requirement that every student will have to take is that correct but we're also seeking are planning on using the same source as well for AP Computer Science as well and and just to kind of top off another point that Mr Ed was saying we also use the professional development days so that teachers had access to these materials and Mr Edwards was kind enough to allow we had a lot of teachers that really wanted to be there um when the vendors came uh I I don't know if you know this not science teachers pretty skeptical uh so they came loaded with lots of questions um and Mr Edwards allowed Any teacher science teacher at 101 and we had a high uh maybe 70 80% of our science teachers came to those and so they were able to log on and and use those professional development days for that so a lot of a lot of input yeah talked about the the process um so the the great thing was we we did the vendors at the end instead of the beginning and so it was a better objectivity to it teachers came in were're able to evaluate the sources and then we could focus in the vendors later so I think that really helped our teachers out so the process from let's look at them first ourselves let's communicate with others that aren't on the committee then we bring in the the vendors at the beginning of the year so I think that whole process doing for many of our courses the company that we used to procure the resources spendbridge they were able to negotiate the price of the professional development to often times nothing or at at best minimal so Mr masor so so we'll have yes so we'll have um we'll have good professional development like we'll have enough um in order to be able to make sure everybody knows how to use the resources okay thank you yeah if you go to the last slide of this presentation it just it Peak my interest about the state standards I didn't know and and you don't have to speak to it today you don't have to show it today but it would just be good to know um as you go through the state defined curriculum do you have like a check box that says yep we got it all and that we didn't miss anything I'm assuming that you did it but scientists engineers we always ask questions so it's kind of like just want to make sure that you guys didn't miss anything I'm I'm sure you're probably pretty thorough and I do appreciate the uh uh the Skeptics out there that want to know more want to learn more because those are probably going to be the better teachers because they're going to put more time and effort into it so thank you and thank them for doing that any other questions or discussion tonight thanks again for the presentation thanks for all the hard work we appreciate it members of the board on this next presentation this one is very similar tonight is uh information only discussion questions uh and then the approval uh will be requested for this this item um for two different purposes at the next meeting one will be uh board policy that's in the first reading of the group of policies for tonight the second will be in the form of an additional appropriation if we decide to move forward with this proposal good evening thank you Dr philps thank you members of the board I have with me um today uh Mr John Green who is our coordinator of campus security and Sergeant Julie Q Smith who is one of our school resource officers and our leader of all of our school resource officers um so the um the item I have for your consideration and review this evening is Personnel um additions for fall of 2025 this is a matter that we have discussed in executive session with the board as as we are allowed to do so U with Michael mcgyver and and and some other uh folks present for that um in bcsc as you all well know we we have unique circumstances and the way we are aligned between our high schools are unique in that a few things I'll mention that you all know already we have open campus lunch so uh that's a that's deeply rooted in the in the thread of this community and we also have many students that travel between campuses for instruction uh that's unique to us I I don't know this for fact but no one's going to prove me otherwise so I will say we have more students moving between high schools in the state of Indiana indana than any other school corporation and prove me that I'm wrong um so we value that that's really important to our instruction and our teaching and learning and our kids value that with that comes additional responsibility and some additional safeguards um that we're looking to to implement um where we are today um the addition of recommended Personnel for the fall I would say I would describe as an evolution this is not a response to a singular event nothing nothing negative has happened that we are now doing this these are um things that we've evolved through um mostly with our Partnerships with uh local law enforcement um to get to this point um so the three main areas that we would uh and I'll get to the detail of the Personnel here on the next slide but the three main areas that we uh want these folks to focus on are listed on the screen uh first and most important most importantly is that they develop relationships with students and visitors as they come through we want them to know our students we want them to know um who they represent and and if they had a sporting event the night before that sort of thing um the uh the second item on there is to maintain only authorized and unarmed students that enter and visitors that enter our campuses that's a priority and then uh third and um only if needed of course responding to any sort of um life-threatening situation that may happen I'll keep hitting the button here Asher but I don't think I don't think we're working um maybe I'll mess with this between presentations thanks for the The Click there Dr Phillips so whoever's in charge um so some additional details um on this we are proposing um the addition of four members um that we are calling ssos school security officers at East and North High School two at each um this is result of extensive collaboration that we have had with our local local law enforcement Partners Columbus Police department and Sheriff lanee uh Chief Norman at CPD and Sheriff Lane at the sheriff's department um over the course of I don't know maybe six or eight months we've been working through these things um in the job description we have several requirements one being that they are tier one Law Enforcement Academy trained and these would be armed employees of bcsc so these would be bcsc employees um just as a reminder our SRO our employees of the law enforcement agencies that we contract with them um so these would be employees of ours and again the main priority of these folks is that they are um they know who's entering our buildings and that there's a process in place with that as as students come and go throughout the day some additional detail in the job description that uh Julie q and and her team and our law enforcement agencies will assist us with is uh the requirement of 24 hours of firearms training nasro certification and deescalation training as well there's some additional detail on screen as well and Dr Phillips mentioned that no action tonight from the board um but we will come back with two items for an additional appropriation in the April meeting and then policy adoption um at that at that same at that same meeting um included in that additional appropriation we are um seeking the addition of one additional SRO to our to our team so we have five now and that would bring us to six that would be pending your approval of course that would be appending the approval approval of the additional appropriation of the County Council as well so um that that meeting will be coming up here in the next few weeks or so um so that is that is pending those approvals to take us from five SRO to six SRO um on the next slide one item that uh was asked of us through executive session was a a delineation between roles and responsibilities between a building administrator an SRO and an SSO so we've put this together for you on the screen and I'm going to invite uh Sergeant Julie Q Smith to speak to it good evening um as we talked through the differences in these I think it's important to note Dr bosan touched on this already it's important to note that it starts with building and maintaining positive relationships with the people in and out of our building uh that we know for sure is how we are most successful in uh keeping our building safe uh that's the number one thing that we do um but as we I like that they're separate columns here because uh we're in different Lanes down the same Highway of school safety everyone has their job and and must remain in their lanes and we've done that very well over the last 11 years since we've had school resource officers uh one of the things under building administrator is they obviously they deal in school discipline they deal in all things um the par parental contacts and things like that um as sros and soon to be school safety officers hopefully they do we will not deal in school discipline we have not historically and they will not either so as school resource officers we spend our time observing the nazro Triad the National Association of school resource officers in that were obviously law enforcement informal counselors and Public Safety Educators I think it would be a great big surprised to folks to know that we spend most of our time right there in that informal counselor role we spent a lot of time in classrooms helping with Emergency Operations planning uh participating in the safe schools commission's meetings and actively engaging in school safety as we look into the school safety officers their job is very different um I think it would to simplify it I think it would be easy to say they're Gatekeepers of sorts where their primary responsibility is to ensure the people and the things that come in and out of our buildings that we're making our buildings as safe as they can possibly be so I um would welcome questions as to the differences I don't know if it's time for that what questions do we have I don't have questions to the differences I have a different question are we open for all questions at this point yeah please go ahead so I think and I know Dr Bosman you and I discussed this when we were in executive session is just looking at it and don't want to get too far into the details of safety planning is just making sure that we have a comprehensive plan right I have no problem I I I agree with what's here but that seems like it's possibly the third step in just making sure like for example you're not walking through any detection system preventative system yet um clear backpacks safety standards that have been taken in other areas I think we when we're looking down this road I think we have to look at it an entirely comprehensive plan that drives safety culture from both the preventative and the reactive measures so that that would be my only advice to add yeah thank thank you for that um as you recall the board appropriated $2 million to Safety and Security in this year's budget um we know and Mr Green behind me manages the the line share of that we know that with those additional standards come the people that need to manage things so we we rely a lot on our admin assistance in this building in East High School and our building administrators already um so um so we're we're looking forward to having some people Solutions as those types of things become available so thanks for your comment Mr major yeah the the big thing for me is is we'll have policy to review but policy is kind of the what to me the how is more important in this because you got a huge opportunity here to protect and save kids but you also have some real negatives if the people don't follow the process so my big question is if if in the next meeting we vote Yes and we give you money and we give you a policy when approximately of a of August um I won't go in the weeds of answering your question um but the folks behind me already already working on that both from a training standpoint I mean Julie sent an email a couple hours ago about nasro dates to get folks plugged into um and also on the process side at the schools so there'll be there'll be a lot of things yet to be determined um that will work with the building administrators and they're already they're already thinking about this of course with your with your approval um of what those processes are and how they how they navigate these things when students arrive in the fall so thanks any additional questions tonight thank you Dr B than you Dr Phillips thank you Mr CER I'll just reiterate some of the things that shared by the team up there we we truly believe that the fact that so many students come in and out of each of our high schools every day is an asset to our community does it create some additional needs needs yes but um one of the things that I mention often as I've come to realize even more so this year um is how unique our an opportunity our students have when they can go to a we'll say an AP bio class that we were just talking about and then walk right down the hallway or jump in their vehicle or on a bus and go over to the other high school and take a uh medical science class in C4 or take a geometry class and then turn right around walk down the hallway and go to a welding class where they're applying the princi principles of the geometry content that they just learned so those things are assets things that we want to protect um but this is this is primarily through building relationships being able to ensure that in any given day there is no one in our high schools that's not supposed to be there we think this is the best best way for us to get there in the short term so thank you next up we have another cabinet report for you um about a program that been really working on since probably the end of the first quarter came out of the first ccic meeting of the year we started talking about fundamental reading skills and how we could ensure that we had high quality teachers in the classroom every day with our youngest Learners when it related to how do we ensure that kids have those fundamental reading skills um and so over the last several months following that ccic meeting um we've had some folks working in the background with Dr hack and um presented this at the last ccic meeting this proposal and um answered some questions and made some adjustments and then have a recommendation here for you this evening good evening and thank you Dr Phillips and board members for the opportunity to speak with you tonight about an investment in our schools a new teacher Mentor program for bcse beginning teachers in grades kindergarten through third grade this initiative is not just an investment in our Educators it is a direct investment in the success of our students particularly in the development of fundamental reading skills while keeping our staff engaged in the work of bcsc from brainstorming and continued conversations with our ccic we are creating something special that enhances both students and staff performance and since Dr Boseman started this I will continue to say I don't think anybody else in the state is doing this Prov me wrong imagine walking into a classroom for the first time as a new teacher filled with excitement but also overwhelmed by the enormous responsibility of shaping young minds without guidance even the most passionate Educators can struggle studies show that nearly 44% of teachers leave the profession within the first five years why because they lack the support and resources necessary to thrive this is where bcsc is doing something really special creating a mentor program that addresses these concerns and supports our newest teachers from day one so what would the structure look like it would be an experienced educator who has recently left the classroom and is well-versed in the science of reading working hip to hiip with a new teacher while fostering professional growth instructional excellence and datadriven decisionmaking there would be times for mentors to work with new teachers in their professional learning communities team teach together observe and give feedback collaborate on a problem while all becoming well-versed in our adopted resources we would build a culture of collaboration where we continuously learn from one another when Educators feel supported they stay when they stay they grow and when they grow our students succeed the result a stronger more stable School environment where both students and teachers flourish as you can see on this slide we have a wellth thought out plan of action to make BCS Mentor program of reality we are invested in the success of our newest teachers and this plan of action shows just that we have a lot to do between now and August but our teachers are well worth it and we are willing to put in the time to make it happen as of today we we um convened a stakeholder engagement process we've already talked with our ccic and had their engagement as well as their approval and and tonight is our Schoolboard presentation next we'll move on into Mentor training we'll matchmake and it make sure that our mentors know exactly what their roles and responsibilities are in August you can see that we will start that relationship with the mentees and then continue logging the coaching cycle and at the end we will definitely do evaluate the impact of our Mentor system our literacy scores and our teacher retention percentages we hire a proximately 13 new teachers every year in K to3 so for planning purposes our structure would be one where a mentor could work up to six with six new teachers in our district please remember that the need of beginning teachers varies so would that support for example our support would be heavy at the beginning of the school year and then heavy again before winter break and then heavy again before spring break with additional connections and relationship building in between those times to work on specific needs to that teacher we are estimating a cost of up to 3,500 per new teacher in mentorship costs and as you can see on the screen that's $25,000 for 2025 and an annual cost of 50,000 for the remainder both this structure and the cost analysis of this program have been shared and approved by our ccic we're excited about this opportunity for our newest teachers and ex exemplify that tagline that says together we learn what questions do you have about this proposal I'll uh take advantage and jump in can you talk about the tie-ins with uh literacy efforts and science of reading and uh the focus on K3 teachers and our emphasis on reading in those grades I know there's some tie in absolutely that's definitely been one of the key um Parts one of the seven parts that Dr Phillips has given us in charged with with this year is working on those foundational reading skills and we know that that begins as early as our prek K1 two three so having a mentor that is um solid in the science of reading and has recently taught those reading foundational skills would be instrumental to a new teacher coming out of of of a program coming out of the University or maybe even um switching from another school and we would give them that support or that new teacher would be with a mentor teacher who fully understands science of reading possibly even has graduated with the keys of literacy in their back pocket and can sit and talk about foundational reading talk about fluency talk about vocabulary straight from the from the heart and the hip because they were just doing this work and what if the mentors uh or the mentors current teachers what happens in their classroom so that's a great question because right now our our process is we may have a fifth grade teacher mentoring a second grade teacher and they can work on culture and they can work on the climate of the building and they can work on some processes around discipline maybe and around PBIS in the classroom but the piece that's been missing all along is the intentionality so in our process we wouldn't take a teacher who's a current fifth grade teacher we would look at someone who has recently left the classroom maybe a retired teacher maybe somebody who has decided to to do something else um or stay home and so we would solicit their support U because they were phenomenal teacher for us and then they would come back and Mentor so we're not restricted by prep times we're not restricted by um I have to go teach my class we're not restricted to I'm so exhausted at three o'clock now I need to Mentor I I I can't do it we're we're not restricted by any of those limitations at all because we would be actually hiring somebody to come in and Mentor our K to3 teachers I want to add a little bit more context to that answer as well thank you Dr hack one of the other factors just to be frank with you we know that we are coming up on the end of the fifth year of the implementation of the operating referendum in which teachers who were already experienced you know received a large increase in pay and nobody it's no secret that teacher pensions are based on your highest five years of salary so if someone sees that if I stay for another four more years I'm not going to see big jumps like I saw in that previous five years we anticipate that there's a possibility we could be facing I won't call it a retirement Cliff but a retirement you know Foothill or something to that effect sorry for the science teachers that just left that was horrible um but so one of the ways one of the reasons we started having this conversation is how can we hang on to as much of that experience as possible so if a teacher thinks well you know I'm I'm put in my time I'm ready to go enjoy myself and go do other things and not and not really work my tail off all the time um this is a way for them to stay connected for us to continue to benefit from their experience and their expertise um through mentoring a new teacher and really bringing them to the point two three years later where they are at the top of their game so um it's I'm calling it the anti- retirement incentive for teachers that think they might have wanted to retire but we say that's fine but um how about you stay and just put in a few hours a week working with new teachers and I think that uh Dr Phillips hit it so well there was saying we we we garnish their expertise because they are at the top of their game typically when they leave they know all the programs they know all the ins and outs of of teaching those foundational skills so we just stretch out their knowledge for another another few years and instill it in a new teacher so that's amazing amazing thought other Mr Schultz uh what's the expectation of the number of mentors per teacher in the K through three so we're flexible with that because we could have have a teacher let's say I just retired from Southside I invested in Southside I want to stay at Southside and there are two new teachers at Southside I would love to Mentor them so that would be two to one ratio we could have an opportunity for a mentor that we um talk with and they say hey I'll Mentor anyone across the district so up to six teachers so six is about our sweet spot of where we can say um that would be the max that we would have somebody Mentor because of all the ins and outs that they need to do with that mentor to help them with those things that I talked about the hip-to-hip instruction the the um instructional rounds the opportunity to sit with them and uh grow together so so six would be the max Logan but that's why we're so flexible with the number because I could have an Infinity for Smith Elementary and that I know there's a new teacher coming in I'll take that Mentor I'll take that mentee on and uh one I apologize it looks like we turned the lights out on I'll try to get my questions over quick um I want to say one short of nothing like your has done a phenomenal job so you've earned a lot of trust in terms of being able to deliver proposal and making sure that we increase our literacy and as you know I'm a father of children in this age group so I'm very close to this and I I can't help but go back to last year when I had a teacher parent teacher conference with my daughters at that time it would have been first grade and she's like hey Logan like I've got 29 students it doesn't matter what we do and by the way this is a very from my opion would probably be on the one on that would be doing the mentoring and like we we've added udl we've added Tas although I would argue the T are geared a little bit out there we're going to add this it feels like we're really not addressing the root cause which is I mean I've been in I can't say this year but last year I toured every elementary school walk through I believe almost every classroom and I mean as I walk through every classroom I count the number of students in each one and I don't think I ever got under 25 except for CSA Lincoln and it feels like we may be not addressing the root cause and that's where I I I hear you I want to put this implementation in but like I'm seeing that teacher who's been I believe a teacher and we talk offline about how long they've been there but and that was her biggest thing she's like I know your daughter CU I mean my daughter I mean I'll be it wasn't exactly the most Stellar student in behavior um knew her very well but she's like there's so many kids I lost because just don't have enough time to get to all 29 of them and this is first grade right so I I think we although I want to say yes I I also want to say is like at $50,000 for every six teachers it may be a bit different to look at how do we just add that extra teacher and relieve those teachers as well so I I'd like to see possibly looking at this as not necessarily an all or nothing but more of a pilot One Pilot the other and let's see how they both vote that' be be my only feedback thinking about various strategies thank you yeah and with that I would say maybe it's not an extra teacher but maybe it's two extra teachers AIDS right so just something to help with the student to teer ratio um I I guess I didn't understand it being someone that was a retiree I looked at the mentor being a teacher that's been there 15 years that's willing to help and this was extra time for them so is this is this going to be because it kind of sounded like you were mentioning it' be better for someone that was not teaching in the classroom every day is this going to be mainly then ex retirees that that's a possibility that's correct because right now in our structure uh we again as as the example a fifth grade teacher could be helping a second grade teacher um and that is just not the best model that we as cic talked about CCC talked about because of the not only time constraints I can only meet with you here or I only can talk about this because I'm not as well versed in those foundational reading skills or again I'm just exhausted myself as a fifth grade teacher I'm exhausted at the end of the day to help you Mentor uh be your Mentor so that's why we came up with this plan and this really thought out process of using someone who's not right now in the classroom teaching but has just a step out the door and can really still we can still um capitalize on their on their abilities we've had i' I've been in education now this is my 25th year and I remember I had a mentor my first couple of years also an econ teacher in the building he was on the other side of the building but he also had 150 students that he was working with every day and for the most part our schedule was the same um at the in that at this point the state was paying mentors I believe $250 a a year maybe at the end of my second year when he collected his $500 he gave me a check for $250 cuz he felt guilty because he never spent any time working with me because he's also running his own classroom and coaching after school um it just is an enormous it's certainly better than nothing when you have somebody in your building who's a colleague that can come and spend time with you after school before school you can ask questions and they can they can check in with you later but um we believe it's it's at least something different to try to have a teacher who's just recently retire retired and can come in and sit in your classroom for an hour or two hours during your reading block and then come back the next week and really debrief with you or come back you know after school that day and they can really give themselves to that work and not be weighted down by the the uh pressure of having their own classroom at the same time and and and I'm I'm with you I guess my biggest concern is I'm just looking at I'm assuming these are the teachers in the next three to four years that you would be targeting just based on my not trying to assume um but I go like that was my first my now second grader I go to my now third grader I go back to her second grade teacher and she was on the atrist list I mean Dr hack and I have had multiple discussions and thankfully you all got her across the line I'm very happy about that I appreciate you dearly but I remember sitting with that teacher she was she's retired now I believe and she was like hey Logan like on this I can't remember what it was called but something with a ladybug she's like she's behind on reading here but she's ahead on reading on this tool and she's behind on reading on this tool and then she's kind of on far with this tool I was like I I'm looking at a retired teacher who's like I was like why you got four different tools and she's like well we look at them from all different angles and like she even didn't really know I as I was like which one's the priority and she's like well they all have different so what I'm trying to say is that if we're going to go this route I think we got to simplify it as well simplify the standard and how we're going to deliver that mentoring because if one favors is one tool but that tool is not necessarily ta tailored to the outcome then we may be in a different world of hurt so I mean I'm sure you you're getting ahead of that I'm just letting you know my my feedback as well good to hear and our our team truly does um look at our adopted resource in the within that adopted resource so we really pushed that I'm not sure exactly what second grade uh teacher was using different different assessments for different reasons but inside the mentoring program they would help those teachers fully understand the tools within our adopted curriculum and then how to use those to the best of their ability to help students Mr click So reading through here I went through your stakeholder uh engagement process slides just kind of get more of a broad concept of it and in in that was embedded in a couple articles and so my questions preface with this one of the Articles was talking about kind of self-diagnosed good teachers or or phale teachers and so what is your evaluation plan for finding or weeding out these so-called I call them egotistical people who think they're great and I I I spent 35 years teaching but in all reality you're the one just there clicking in clicking out um so what helps pick the right Mentor for you and if you don't have the right applicant will you not engage with that that's a great question because what we definitely want is that Mentor who is on the top of their game who has science of reading in their background who is um who has looked at PBIS within their classroom and we are looking them as a stellar teacher uh and so those are things that we have a our current rubric using the udl framework um so we do have a teacher success rubric that that would would be a good starting point we'll also talk to principles and get their recommendations before this before we would actually engage in hiring someone and then also just through an interview process we would work with the person um through an interview process and ask them those questions that we talked about tell me about your reading foundational skills tell me what you know about this tell me about fluency tell me what happens whenever you have a teacher who's using various tools how do you streamline that effect and so our our interview process would help with that as well awesome thank you Dr Mr Nan um first of all I appreciate the fact that you're thinking about rolling this out K through three and the alignment with our goal for improving reading scores that's a great fit there and and focus and I also appreciate maybe to reinforce what Dr Phillip said um using people who aren't currently teaching as mentors as someone who years ago when the state provided that whopping 250 $50 um I was in the classroom and a mentor and it is it is a real challenge to to do that and and actually along with that um I thought one of the most effective things I remember doing with as a mentor with a mentee was to um we both got subs and we observed other teachers and then debriefed on that and one of the pluses here is that would only require one sub I know Subs aren't easy but but it gives more flexibility for the two to work together and I appreciate that part of it so I have a a data question it says you'll evaluate the impact which I appreciate that you you have that um as part of the plan um evaluate the impact through literacy scores so the data person in me wants to have a control group and an experimental group but we're not going to have some teachers with mentors and some without correct so what will we look at for literacy scores to see if it's how will we know if it's successful so we'll have sorry I'll I'll jump in there because I I just want to talk about data we can stay to later after the meeting so talk about D so fortunately one of the few things to your point Mr Schultz one of the few things that hasn't changed in a number of years is the test the I read three test and so we will have previous years data for teachers who were in their first and second year that didn't have a mentor to compare to this year and next year I would anticipate that we would want to do this for at least this coming school year and the next school year before evaluating um whether or not we continue with it K through three we stop completely or we expand it to other parts of the district okay thank you and and one other question the new teachers coming out of colleges are they up to date in your opinion on the science of reading or that is mandated from the state that they are up to speed on on the science of reading but we also know there's a big difference between fully understanding research and then applying it in the classroom so we definitely want to make sure that application is is accessible to our newest teachers and they fully understand the why behind it so yes they are coming out better prepared with the science of reading but now boots on the ground how do they really make sure that it's happening okay thank you any other questions Mr major yeah just one more um thing if you go back I think it was no it was the other direction right there the goals so um I asked about this before and I just I see reading reading reading and I totally understand the read reason why reading is is on the list based on the state requirements I just want to ask that we also have a similar focus on math right so um we talk about being the stem capital of the state you can't be the stem capital a state on reading alone so just please let's do what we can to keep that focus on math as well um just because math is currently not the target for what'll hold a kid back doesn't mean it won't become that in the future and if we're prepared for that now uh as we're doing the reading I think we'll be much better off but I just I don't want to come back next year and see now we got to do all of this for math because we we only looked at how we were being graded which was be on the reading and I think I'll use a term that was was sent to me once so um the hard part with doing Year bye is we're now looking at kids as a score and all the kids are different so that's been told to me numerous times so um the data is great I'm all for data but we have to look at a lot of factors there that are part of the the algorithm which is teacher tenure you know teacher schools where they learned quality of their student teaching CU I look at some of this like mentoring starts at student teaching and then it progresses through in your classes with an older teacher or a principal and I think that's something that I'm I'm curious about is what what is it that we're what should we be doing today already that is not getting done that's causing us to have to do this and I know we've got a lot of people spread thin and that's why a year ago when we talked about the $500 million uh I mentioned like the auxiliary gems 50 million bucks right there throw that towards uh a whole bunch of uh teachers AIDS and that helps that stress income ratio change a little bit so right uh Mr Schulz please do give our thanks to the CCC for the work on this much appreciated and I apologize I mentioned earlier that this was an approval item it's not an approval item we actually have um funds that were set aside I going to try to remember it was 10 or 11 years ago um that were transferred into a professional Development Fund that still has somewhere in the neighborhood of $120,000 in it um still uh has not been used to this point so Our intention is to take that and use it for this it's not a it's not a property tax supported fund so it doesn't require an additional appropriation but we wanted to introduce the topic to you allow you to ask questions and then of course let us know if you have any concerns about us moving forward with um with this for the fall yes the only concern I would have would be having funds that are 12 years old that we haven't used so Dr bosan hello again just one slide on our spring ADM report this uh chart you are used to seeing is the same that we use in the fall and um was sent to you in advance so nothing nothing out of the ordinary um down 136 students in in the Fe in the February 2025 count um which you if you recall that's that's consistent with other spring average daily membership counts um last year uh down 61 students the year prior down 70 students two years ago down 158 students and the year prior down 120 students so these are it's a common theme for us uh also reflects our early graduates that we have um in BCS I think about 50 this year Mr Edwards if I'm not mistaken um but again I won't go into too much detail here unless you unless you have questions and if you if you do that's great and if you don't I'll continue on to my next my next item and again I'm going to interject and just add on that this is common in the vast majority of districts across the state that from Fall to Spring it's declining enrollment the only districts that actually increase are the ones that are building three and 400 homes per year and you can picture which those districts those are U we do look closely at where we are declining and try to determine the why but often times there's employer actions in the community that we don't know anything about until we dig into one of these numbers and then realize that there were some Cuts made somewhere um but this is pretty consistent with the average of the last several years Mr Nan um so I I fully understand that the high school chunk of that is is kids that graduated early it seems like Clifty seems like an outlier and I wonder if it's is Clifty typically an outlier in this or is it just a one-time phenomenon um do we know what's going on there yeah so not speaking to Clifty specifically but typically our title schools have a have a variation with their enrollment um Taylor's Ville Schmidt the same so you'll see those enrollment numbers um PE and Valley a little more so than than other buildings so um we can look into it a little bit more but I I would assume that's the same with with Clifty So to that point Schmidt and Smith are up 23 where Clif down 22 and so there's a lot of movement between those three schools yeah that that was my next question is how many of these were trans School transfers by chance so histry would it be possible to get like uh uh Total Trends over time just to see I think um Dr Phillips mentioned something that's pretty important uh with respect to like covid changed a lot of things so I know for a fact that people I worked with started to move to Greenwood maybe out of state and so that that changed the dynamic of Columbus a little bit and it'd be interesting to see like 2021 and then from there on to today just to understand was there a peak are we in a valley where we and then we've got our projections that are all projecting down slightly so it'd be interesting to see where we are with respect to those projections are we on the line above the line below the line just so that we can have a a better understanding of where we think will be you know 6 8 10 years from now sure we can get that to you we have we have a lot of ADM data probably data is good data is good thank you we ready for the next presentation I'm ready for the next one okay thank you uh so this this photo just thought it was a good story so it's it's 8:20 so we'll start on story time for the next presentation which I'm sure you appreciate so these guy these this is part of the construction crew at at Schmid um and Katie day is a principal at Schmid and she if you know Katie she's um she told these guys she's like Hey we're going to take a you guys rather be the yearbook this year so we're going to take a picture of you for the yearbook so you can imagine you know construction guys are yearbook you know whatever so um so that's the yearbook photo they all lined up and there's a few of that even smiling so I thought about this this weekend um a lot of these guys worked on the par side project also because they're connected to Maxwell these guys aot of and with a tremendous amount of pride so um we'll take a walk through Schmid in April with the board um you'll kind of see mid progress things we don't mention work this work I wanted to point that out honor these that are doing a tremendous amount of good work for us here keep up or I keep up with you this chart is what you have seen the past couple scho meetings [Music] andii simar you'll see that [Music] number here here from element element [Music] I should look and see if she's still here she's still here um she's answer question so just we'll through some renderings here just most of may not have M office from the front office the main office when you're inside the front um for um reference sake this is just inside um what used to be the main office on the Circle Drive to the left is the media center in there um that that they'll be able to see out to which you'll see on the next slide uh that rendering and then that's a small group instruction space just above that's currently a courtyard that's that's open to the air be that Media Center really excited about that we'll make some tunnel improvements there but the tunnels will remain as part of the design of the building um on the next slide this is a new Corridor that will be added uh one one item that the teachers that Smith talked about was the fact that you can't really get from point A to point B without walking through lots of other classrooms so this will help solve um that with the addition of a new tunnel at Smith Elementary and the next slide is just inside of this area for the stem lab in the maker space uh stem instruction is a big deal um in bcse as you all know it's a even bigger deal at Smith Elementary because they're really good at it and they've got great robotics teams and a lot of this design is is reflective of that energy at Smith Elementary this is an example of a classroom Commons a grade level common space with a small group room in a classroom um adjacent to that which is similar to what you've seen in some of the other building projects um these next two slides I have these in here to show an adjustment that was made to meet to meet budget so you see the special lead Wing in this slide in the top rightand Corner um that was actually an addition that was originally proposed um and then when budget came back in uh we realized we were hot on budget so uh realizing that we could still accomplish we asked CSO um to sharpen their pencils and see if we can still accomplish the needs of that of that area for special education um but not have the addition um so we were able to do that they were able to do that without any sacrifices so the the change then is the music room has now moved in the place of One Flex classroom next to kindergarten uh Dr volz did a great job working with her team and communicating and um asking for any concerns um and because of all the original needs and wishes and wants were met um that that went very well there Smith Elementary and saved us a a substantial amount of money we able to help us meet budget as a result um this is a site um a site example with pavement so I have this on here because there is there is a substantial difference in this um so on the leftand side which is the west side of the property you'll notice um some additional new asphalt there um to to Stage the car line in there so get the car line off of Way Cross which the city um has interest in us um for a safety standpoint with the city obviously to not have our car lines back up on city property which we completely understand so that's the solution there and then on the east side of the building uh is a new bus lot so this is the ABS lot and Alternate that we took within the project um under the premise of you know if we if we make an adjustment on a future project um say in the third phase of our Envision work um financially a financial adjustment with the scope of one of our later phases um in order to do things right in this project we said we thought that was appropriate so we talked to Dr bols and her team about do we do the bus lot do we not do the bus lot and there were a lot of feedback about um just pedestrian safety and such and we thought uh let's do the bus lot it's the best thing for kids and for that building so that's that's a result of that so on the next slide this document you used to seeing I won't go through all the details but the the top are a synopsis of all the uh lowest responsive biders by bid category the bottom um all the contingency fees the reimbursables the Staffing fees Etc uh for that total GMP amendment number one um which is we are seeking your approval for tonight at the bottom uh next project is Northside Middle School so Mr BJ marks is here I appreciate uh BJ hanging around um after his uh Teacher of the Year celebration BJ is on the design team for Norths side middle school and Mr Marks has been in this building for a long time and I will tell you what I appreciate um I appreciate a lot of things about Mr Marks he and I used to work together um but what I appreciate his work in this is um through his work with the design team um he doesn't and nor to the others but uh Mr Marx is especially good at this he he doesn't just sit and wait for them to talk about ban before he gets engaged or offers opinions or that sort of thing so um we talked a lot about the gym uh Mr Marks and I and others um so anyways he is here to answer any questions you have on process also U because he's very vested in this Pro in this project so uh we'll flip through these pretty quickly this is a rendering of the library just some minor finishes in there uh this is what they um currently is the commons some additional finished work in there new furniture Etc uh this is a substantial change this would be the large group instruction space that is currently the pool so uh we heard loud and clear from the north side folks that they uh they need more space for large group instruction uh band choir cheerleading wrestling type things um that doesn't eat up the whole gym so we're really excited about this going in place of the pool uh this is one of the two large shared um science labs it'll be on the second floor on the East End of the uh building the 1960s space uh the next one is just a rendering of a typical classroom uh the classrooms will be some of the classroom walls will move others will not and just have some finish updates new technology new furniture on the next slide is a is a rendering of one of those grade level Commons spaces um where each each uh floor has one of these great level Commons available and um the next slide is uh the gym so um some really minor finishes We'll add some windows in the gym uh the gym floor needs replaced it's an end of life right now um and a few other items in there but not a major overhaul in the gymnasium the next slide I have on here is um these this helps explain the alternates we've taken in this one so um I'll get into the bid categories here in just a bit what those bid results resulted with we were fortunate to have good bid coverage on this project and uh good numbers so we're able to take alternates through this so um I won't go through a whole lot of detail on this but number one that's the it and the and what will be the CTE area we're able to take that um to right size those spaces the uh we will add a new freezer and move some walls around in the kitchen to accommodate on um a fridge and freezer space that's been in Need for more than 10 years uh number four on this is the World Language it's currently the health classrooms and an art room those will be changed for uh the world languages foreign languages to be in that area and then uh five we barely got within budget Mr Marks he was really just asking you know for I'm joking it was a priority for Performing Arts um to have um to change that there's there's elevation issues in the flooring there and also the addition of practice rooms and such um so we're able to take number five is an alternate um number three is on on here we did not take that as an alterant those are just uh finishes that we um in those areas the bookstore and some restrooms that we'll go back afterwards um assuming that we um have contingency funds which we likely will and what's not pictured on here is a similarly flooring and paint finishes in the locker rooms lower level locker rooms so again we'll come back and do that after the project um should be pretty straightforward uh second to last slide I have on this um this is I I'm not going to spend all day going through the floor plan of the entire building but um a couple things I'll mention here that collaboration space I've shown you a rendering of that a moment ago um that's shared within the classrooms uh boys and girls restrooms to the left and on the right hand side one of two life skills classrooms right now life skills at North Side they occupy a classroom um and these will be designed around um the many different needs of the programming that exists there um and then the classrooms with small group rooms in between um again right sizing those classrooms um on the on the south on the bottom of your screen as well you have this in your board packet with this uh this is meer naam's document so it looks it looks a little bit different than Maxwells Myer naum is our construction manager on this project all lowest responsive biders on the top uh we did have two of those biders that pulled there uh during review their numbers were very low and and when they were um followed up with the next day they realized they made some mistakes with their bids and they pulled their bids um so what you see there is a result of of those two being pulled already uh the middle section all the contingency see reimbursables General conditions fees Etc and in the bottom a synopsis of the alternates that that I explained uh this project um for your approval uh the GMP is on there at 44.9 and when you add in soft costs we are at 50.

I think it would be much more achievable with this plan at the school systems um and very you know non-traditional unconventional way but I think in this generation it works um yeah and of course the overall goal of health and nutrition is very important in the schools. Thank you. Anyone else here wishing to testify on this measure recess? members questions question do so if I heard your testimony correct it sounded as though we don't read this resolution you're saying yeah we have the information available to the public right now so but is it break down the cost I believe Can you give us an example what process how it's working now? I think we have it like um what it comes up to like 1466 for breakfast and lunch total costs. Is it broken down like how much for labor, how much for um food for preparation, how much for you have it broken down because that's what this reso is asking for, right?

I think it was the cost of food and then our budget was flat. So I think we started off um without sufficient funds to cover the the cost of the food. But so nobody was projecting though what on what the costs were going to be or was that a surprise or was that anticipated and we just didn't give you extra money? What what was the case? I think we knew the cost was going to go up because of inflation and everything, but I wasn't I'm not sure if we could project that that deficit. I think we figured it out after um probably in the last few months we were going to be in a hole. So, has anyone gone in though to do a full accounting of where the cost drivers are though? like you know have you one of your staffers just like took time to look at all the expenses and see where what where things are are at at the moment or is it just you're just looking at high level numbers of what they're reporting?

Uh, so starting around 2009, somewhere in that area, the law kind of changed to where you could choose days or hours. So, you could choose 1686 days or you could choose 1,116 hours. The law has now changed to where it's just hours. We must attend at minimum 1,116 hours for uh K through 11th grade and 1,096 hours uh for our 12th grades or our seniors. And you must meet those hours within a calendar year um to be able to be considered it an accredited year. And what does an accredited year mean? meaning it counts as a year for students to move towards graduation. It counts uh for staff for a years of service. It counts for school districts to be accredited uh with the state uh in those regards. So it is a compliance law that um the only negative or punitive action is not being accredited uh for that school year which is is a big deal and so we want to make sure that we take all that opportunity.

um that happens and as we described in late starts we get uh half the time for PD and then every minute when students are in session and we have to measure all of those minutes by buildings. The other thing that I don't have here on this list is parent teacher conferences. So when we offer parent teacher conferences for every minute that we're in a parent teacher conference setting. So we normally go from like 4 to 7:30 at night. Each one of those minutes counts as a student contact minute towards our 1,116. So, we have a building secretary at each building that keeps their minutes in a monthly log and then we start working towards ensuring that we're going to meet those hours towards the end of the day. Now, when you have a snow day, when we call off school for inclement weather, you do not get to count those minutes.

Mhm. Ingredients, cost of ingredients, operational cost, beverage cost, material and supply cost, logistical and distribution cost. Is that already? I don't think there's a detail because we have the labor cost all in one and then the food cost is all in one. But that's what this reszo is saying. So if you don't have that then that So that's not provided. I I don't think so. No, but you can provide that. I would have to go back and see if we can break it down that far. Thank you members for the question. So I guess for DOE when you saw that you're over budget in school, you know, meals what did you did someone go in and really understand what is the cost driver? Is it a material thing? Is it labor costs? Do we do we know right now what what why the cost driver is so high?

Yeah, we're looking at a high the only cost we're really focusing on is the cost of the food because the operational costs I don't think we have it broken down the way that the reszo wants it broken down because I would I would imagine if you know what the cost drivers are then you can start figuring out okay is this can we get a better deal or can we cut or move around stuff because so has has there been strategic a strategic look at food service and and where we're spending the dollars I don't understand you want to you you want us to reduce the cost of the purchase. I'm just saying that you should be looking at it and maybe there's a different way that you can do things. But if you but you don't won't know that unless you do the analysis. So I'm assuming there is no analysis of of how the money is spent at this point.

Um so the next step we want to look at is how do we count days or hours um within our system. So when we have what's called professional development days on our calendar which is each Monday from 7:30 to 8:30 in the morning and then all the professional development days that you would see on the calendar those are counted as 0.5 for every hour or minute that we offer that on that day. So if our typical day is 410 minutes, which is what our uh or 405 minutes, which is what the length of our day is for our schools, we would be able to get 202.5 minutes of credit when we have a professional development day. Uh is considering student contact time. When we have teacher work days, that is zero. We don't get any time credited towards our 1,116 hours. When we have student contact days, we get one minute for every minute.

And so, that's where we have to really start uh tracking uh due to the amount that we missed this year. And so, what ended up happening is we our normal calendar has 1,160 hours uh built into it. And the amount of days that we missed so far this school year have put us below that threshold of 1,116 by a very small amount, but it puts us below the threshold of 1116. And so at the March 10th board meeting, the board decided uh to change our calendar and make sure that April 21st, which was going to be a non-school non- studentent contact day, we've changed that to a student contact date. Now, we do know that that was part of around Easter and that we were going to have a 4-day weekend and we do know that sometimes you have plans and those plans can change and we understand that.

I think it was the cost of food and then our budget was flat. So I think we started off um without sufficient funds to cover the the cost of the food. But so nobody was projecting though what on what the costs were going to be or was that a surprise or was that anticipated and we just didn't give you extra money? What what was the case? I think we knew the cost was going to go up because of inflation and everything, but I wasn't I'm not sure if we could project that that deficit. I think we figured it out after um probably in the last few months we were going to be in a hole. So, has anyone gone in though to do a full accounting of where the cost drivers are though? like you know have you one of your staffers just like took time to look at all the expenses and see where what where things are are at at the moment or is it just you're just looking at high level numbers of what they're reporting?

You're just saying, okay, the money spent, it is what it is. We're not going to change the way we do business. Is that is that my assessment of how things are at the moment? I don't think we're saying that. I think we we recognize that the food cost is going to go up. But but but the question is is did you do the analysis though? Did you start digging down and getting you know looking at line by line where where things are going to to see if there are patterns of okay this is this is going up higher than we projected or quicker than we projected. Um and maybe that's that's something that then you can make operational decisions based on that or are you just assuming okay this is the full number which it sounds like right so you haven't done that analysis then not to my knowledge okay thank you chair the questions hey I want to just follow up um I know the whole intent at some point as it was brought up testimony about doing full free school lunch across the board and it This apparently will help us to see what the cost is.

um that happens and as we described in late starts we get uh half the time for PD and then every minute when students are in session and we have to measure all of those minutes by buildings. The other thing that I don't have here on this list is parent teacher conferences. So when we offer parent teacher conferences for every minute that we're in a parent teacher conference setting. So we normally go from like 4 to 7:30 at night. Each one of those minutes counts as a student contact minute towards our 1,116. So, we have a building secretary at each building that keeps their minutes in a monthly log and then we start working towards ensuring that we're going to meet those hours towards the end of the day. Now, when you have a snow day, when we call off school for inclement weather, you do not get to count those minutes.

But we are still going to offer school to be in service on that day and we're still going to take attendance just like we would uh every day in doing that. It also will then affect the seniors last week because even adding in the April 21st, we are going to be short on our senior hours of 196. And so instead of the seniors normally on that last week of school before their graduation being done on Tuesday, they're going to have to go through Thursday of that last week, which is going to be um the May 9th in um in that area where they're going instead of getting out on Tuesday, which would normally be their last day, they're going to continue to go Wednesday and then Thursday will be their last day uh where they have graduation practice, uh do some of the work, getting checked out.

Yeah, we're looking at a high the only cost we're really focusing on is the cost of the food because the operational costs I don't think we have it broken down the way that the reszo wants it broken down because I would I would imagine if you know what the cost drivers are then you can start figuring out okay is this can we get a better deal or can we cut or move around stuff because so has has there been strategic a strategic look at food service and and where we're spending the dollars I don't understand you want to you you want us to reduce the cost of the purchase. I'm just saying that you should be looking at it and maybe there's a different way that you can do things. But if you but you don't won't know that unless you do the analysis. So I'm assuming there is no analysis of of how the money is spent at this point.

But have you folks estimated as to uh if the federal government does not continue to supplement um school lunches, what the entire cost would be to the state for across the board school lunches, free school lunches. We're looking at it right now. I think we're focusing on um making the reduced lunches free and then probably next fiscal year making the Alice families free. And that's been the focus right now during the session. But I think what else happening in in Washington, I think we're beginning to look at what that number might be. I don't think we have it right now. And if you add in the Alice families and you add in the reduced lunches, what what's left? What student what portion of the student body that is actually paying for the school lunch would be percentage? the Alice people are currently playing whatever the the um sorry um we're trying to figure out if it's 250 or 300% of the poverty level that's Alice cut off and so everybody above that would be paying yeah but what that what percentage of students would be paying that we we don't have that number right now because we don't have the data that we can sort the families by their poverty level are you working on getting us those numbers at some point yeah we're trying to work with the um system that we use to sort the free and reduce applications to see if we can call those numbers out from the application forms that people are filing.

And so, that's where we have to really start uh tracking uh due to the amount that we missed this year. And so, what ended up happening is we our normal calendar has 1,160 hours uh built into it. And the amount of days that we missed so far this school year have put us below that threshold of 1,116 by a very small amount, but it puts us below the threshold of 1116. And so at the March 10th board meeting, the board decided uh to change our calendar and make sure that April 21st, which was going to be a non-school non- studentent contact day, we've changed that to a student contact date. Now, we do know that that was part of around Easter and that we were going to have a 4-day weekend and we do know that sometimes you have plans and those plans can change and we understand that.

uh and that will be their last day will be that Thursday before graduation. So, we had to make two different adjustments uh towards our calendar in doing that. As we've already adopted our calendar for next year, we still have our 1,160 hours uh built in and uh we're going to be able to prepare for that. But just know that when uh you have questions or communications around uh how many days do we have to make up, it's not days, it's based on the amount of hours. And so if our calculations are correct, which we're always continuing to audit them, and we just never know because each day and each month turns into a new calculation, um we're probably one to two hours short um potentially. We um in making that up. Plus, we get 13 hours forgiven because we will be attending school on marked inclement weather days.

You're just saying, okay, the money spent, it is what it is. We're not going to change the way we do business. Is that is that my assessment of how things are at the moment? I don't think we're saying that. I think we we recognize that the food cost is going to go up. But but but the question is is did you do the analysis though? Did you start digging down and getting you know looking at line by line where where things are going to to see if there are patterns of okay this is this is going up higher than we projected or quicker than we projected. Um and maybe that's that's something that then you can make operational decisions based on that or are you just assuming okay this is the full number which it sounds like right so you haven't done that analysis then not to my knowledge okay thank you chair the questions hey I want to just follow up um I know the whole intent at some point as it was brought up testimony about doing full free school lunch across the board and it This apparently will help us to see what the cost is.

And at some point, if we do do that, the funding has to come from somewhere. And where where are we anticipating that money comes from? We probably have to come back in next session with once we do the analysis to tell you what that number might be. So, general fund monies would have to go that has to get cut from someplace. Yeah. And then if the if you like you're saying if the um the federal government reduces the reimbursement or eliminates it's going to put us in a whole different you know problem right. So we're we're looking at all the numbers right now in fact because I know you know talk about universal free school lunches but the cost I mean if we don't print money like the federal government so somebody's program going to get caught. Agree. Okay. Thank you. So Dean, when was the last time that the um cost of lunches was raised?