Regular Meeting of the Board of School Trustees, Monday, 8/25/2025

001To the flag of the United States of America and to the republic for it stands nation. >> Good evening everyone to Monday August 25th 2025 for our monthly school board meeting. Do we have any other comments? All right, we are moving on to the Senate agenda. Is there any discussion board? >> Oh, I noticed a small hippo in the meeting minutes, but I can send that to >> All right. Uh, no more discussion. We need a motion to approve the consent agenda. >> Second. >> All in favor? >> I opposes myself. I would be recusing from reporting B C. Other than that, I >> All right. Um, all in favor one more time. I'm sorry. Um, and recording um John's response uh this agenda passes. Um, next on the agenda, we're moving on to the

002financial reports. Uh, Mr. >> Thank you, Madam President. Each month we uh present our finance report comparing the year-to- date revenue to the year-to- date expenditures for our tax funds. Our year-to- date performance of funds report as of July 31st, 2025 showed the following. The education fund here revenue of 31 million 950,613 year expenditures of 32,267 630 uh expenditures have exceeded revenue by about 1%. The expenditure do include the $645,000 monthly transfer to the operations fund and the debt service fund year-to- date revenue of 2,239,195 year expenditures of 3,952,664. All debt service payments due to date have been made for the fiscal year and we do have a tax. The pension debt fund year to date revenue of $78,32 year expenditures of1,412,039 there is a $150,000 temporary loan from green day fund to the pension

003debt fund for cash flow purposes that will be repaid in December. In the operations fund, the year-to- date revenue is 13,62,315. Year-to- date expenditures of 13,674,573. The revenue does include the aformentioned $645,000 monthly transfer from the education fund. The operating referendum fund has year-to- date revenue of 3,147,315, year-to-ate expenditures of 3,258, P33, and the next tax is in December, uh the capital referendum fund, year-to- date revenue of 6,172,640, year-to- date expenditures of 5,683,500, and all uh capital reference debt payments happen this year and the rain day fund no revenue the only finisher of the aforementioned $150,000 temporary loan to the pension debt fund be paid back in December we believe review of this fund shows a positive financial position and if there are no questions we ask for approval of the financial reports for July

0042025 >> question I did have one in the education on board 25 there's a curricular materials item substantially was like 6,000% what was that the way that they changed the curriculum materials uh was it originally go back a year or two it was its own fund and then the enrollment education fund that we had to create out for that and starting next year starting next year It'll actually be part of the education funding group either. >> So it's just switching categories where previous year before that particular fun um same thing this was the so from June we had like $43,000 expenditure July was 64,000 that's what we're talking about where it suddenly kicked in what had been paid for under a different fund. That would no that would have been just a large expense that

005was made to curriculum materials. If curricular materials aren't spent over the course of a year, we'll have large purchases. There's also a negative expenditure. It would have been transfer from one. Um was there anything in this that understand that some of these were trans accounting from different fund to this fund. Is there anything an expense that you just didn't expect previously under any of these funds which is an increase? Um there's also a fund catch balance report was the common school in 2025 there's a negative balance there is a reimbursement fun Um on the school loan yet >> once once uh we spend all the money then we can start making requests for reimbursements and then they give us the schedule of when we make the payments. >> So it's just a temporary. Um the

006other question I had was on the performance of funding report the pension and debt service were significantly under expectations. That's something that when we get the December drawing >> the money is spent ahead of time. So we we spend the money, we make the payments and money closing out. Isn't that one that's going to be closing out soon? >> We have one more payment due in January. I'll mention a couple times and then >> question way to go most This is >> all right board. This requires a motion. >> Second, please. >> Second. >> All in favor? >> Any opposes? Seeing there are none, this motion carries. >> You are welcome. Dr. McCall contract considerations. >> Uh, thank you, President. We have a few for your consideration. uh pretty standard uh but I'm happy to

007explain any that you might have questions about. Uh we have at the high school link boat and joint longstanding contract for athletic trainer services. This is Mike Ahern everyone knows and loves uh and so we split the expenses uh Mr. Ahern with LBJI. He is an LBJI employee employee. is the services contract that we have for those athletic training services. Uh we have a another uh two-year with tobacco education prevention coalition for port county. Uh it's for the exchange of information related to tobacco use smoke exposure and sensation resources. Sarkeesia law offices for legal services based on how submitted for the upcoming year. uh BPD, Valkyrie Police Department. We have for situational access to district security cameras. It's outlined in theou during training exercises which we do a joint training exercise uh in July. And

008then any emergency calls then they'll be able to patch and see more than >> really only at those times. Um, and so we have that. We're also, just so you're aware, we're also in the same um relationship getting an uh and then Winston group community engagement agreement $50,000 per month or here. >> Can we talk about a little bit about what they do? What is that community engage [Music] in conversation And so uh you know they have a good sense we'll be able I think to help us uh engage with our community on many different platforms many different ways increase communication two-way communication >> and I know that's something that we were going to work on was communication and we talked quite a bit about that meeting as well as before so I was just

009hoping that that was a part of their responsibility with that. >> Correct. >> So, are there specific deliverables or success metrics that they're going to provide? >> Uh, yes. >> Okay, that's okay. >> Um, looked at their website a little bit. Are there any potential conflicts of interest or do we need a disclosure form for them? um you know if they're doing work with political candidates or other districts or anything like that in the state question um previously there have been some doc items about insurance mention is is the district still paying for insurance. I I don't understand your question. So the the contract that we have doesn't list anything about paying for insurance. strictly a fee agreement and then in some of the docket items like the August do July I believe there were

010specific payments for what look like insurance policies for certain is there separate contract somewhere I mean what you were saying were liability insurance property insurance um They're not contracts. >> I I have to look at what you're remembering to be able to speak whether it's about circian law offices or we have an employee named Sarkeesian relation that could be just want to double check. >> Okay. >> No, there isn't any of that any contracts or anything. Just want to make sure Okay. >> So on that note, um should we continue for that portion of contract all those questions? >> I would recommend approving the contract that we have in place in place. >> I have some questions about the BP access. Um I'd like to assume that I feel the need to ask on the

011record. I'm assuming the cameras are on a separate VLAN. >> Yes. >> Okay. And then what type of authentication do they have? Two factor credentialized users. They're not sharing user. >> They have one user for >> for the whole department >> for that department >> for they have three authorized users on their end of which I have their names. So, but do they have individual credentials to log in for those three users? They're not sharing username and password to log into the system. >> There is currently one login. >> Is there a way to specify by individual their login and do two factor for each of them? >> Oh, we could. Yes. >> Okay. Um why? So it's just from like a auditing perspective. I guess that would probably be my next question. Does our

012cyber insurance are they aware that they have this access? >> Okay. Um so you just it's like an audit trail. So if people are sharing credentials and you know that they have access to it, if they unlawfully or access it upside, you can't point to which user actually accessed it. Um so I guess that would be my ask is if we can get individual user access for those. >> Perfect. >> Um, have another question. So, I did see that it said that the BPD was responsible for fura. I'm no legal expert. I'm just asking shouldn't that be retained with the district or no? just on anything they view on the camera, you want to be able to control they see it. Uh, and you know, it's a blanted statement, but you know, where our cameras

013are and what they're viewing, uh, their general areas, the the risk of any sort of information is very, very low as a result. >> Okay. >> Um, they have more questions. trying to find country. Um my other question is I know that they submit a report. Is that a manual report they keeping or is that something that like um you guys can pull audit of plugs on and see who accessed it, what cameras they access, all of that? >> We can't pull those plugs. >> Okay. Um and then I see the report is being provided annually which I guess they don't have a problem with but I guess >> or that report but the sorry the users are reported annually I guess if there's any change in that or termination I'm assuming there's a process

014too Um and then is there access time bound? So if they do access it, is it renamed after, you know, two hours or a day or what does that look like? >> There's no setting. an emergency situation. >> Yeah. More for like the like training because I know that they do do training exercises. So more around that when it's right those are questions. I would just ask that the credential users. Any other questions? >> Thank you. >> And then I know you said that the access Porter County will have a similar. Is that already in place today? >> No. Okay. Questions. That's intriguing. All right. saying that there are no more questions. This does require motion board. May I have a motion? Any opposes? Seeing none, that all contracts have there are no grants this

015evening. Moving over to donations and gifts. Dr. McCall. >> Thank you, Madam President. We have tonight a donation from PTO, $370 for the fourth grade field trip. ATM Trucking to Thomas Jefferson Middle School, $300 to be used at principal's discretion. Alberto High School received a gift of $900 for the robotics team from the class of 75 and class 75 union also donated $200 to the robotics team. Oprao events donated $500 for National Honor Society scholarship and family express donated 11 dozen donuts valued at $115.39 to the back to school faculty camp. We had our new Viking teacher orientation at the beginning of the month and we received a lot of generous gifts uh from our community for giveaways for those new teachers. So uh they include A&E jewelers Bengals be juicer bluepoint oysters and sushi

016bar century 21 circle doc boutique James fidelity title first trust credit union pizza parade restaurant muse pretty little parties six cypress boutique spice and tea exchange and the Washington street cabin We also received our monthly donation to the school nutrition services of $25 living trust as well as $25 to the backpacks and stacks program. That same program also received $250 from an anonymous donor. >> All right. Uh any questions, comments for Dr. McCall? I've always said that we are a generous community before me say that we are all this does require um motion. >> All in favor say I. Any opposes? Seeing none, there also um we're going over the board policy to second reading. Dr. McCall, >> we have uh the carryover from our previous meeting for second reading approval teacher appreciation grants to

017retire it as teacher appreciation grants are no longer a thing. determination of label settlement uh went through its annual review with no changes and then board compensation policy 113 uh also from your recommendation changes um any questions regarding the second reading for board policy >> I would just like to make a comment about 11:03 decompensation for board members The state legislature recommended that districts could increase the compensation for board members to 10% of the lowest teacher salary which I believe would be $5,400 per year. >> And um it is at least my opinion I believe the board that we do not take that compensation in light of the uh environment we're in right now with funding cuts. We do not be need to be taking extra compensation in life. >> And that was an easy

018uh conversation for us all to have. We were easily one according extreme dialogue about that. We were clear that we understand where we are in state. Uh we know where we are fiscally. um but also wanting to maintain that that have decided to >> and one of the other considerations is always I don't think that anybody here personally thinks that it is necessary at this point to to takeation increase there may be in the future a time when especially for having some considerations about expanding access to the board who might be able are willing to participate that that might be something we revisit but that at this point in time not anybody curious the impression that we have desire to do that right now pretty happy where things are see a need to to take

019that I do have questions about teacher appreciation grants realize I'm like I don't know what I've been doing Um, uh, for the teacher appreciation grants, are the teachers aware that that has been discontinued? I just know that the compensation piece that many teachers kind of have, I don't want to say come to rely on, but think of in their annual compensation, I guess. What's the conversation? as the former president would care to comment on that. >> Yeah, I mean I fine um coming from you. >> Um it's definitely something we've talked a lot about. Um ISTA or state teachers association has sent out a lot of communication about it. Um, we've talked about it and even in the last couple years in negotiations, um, I'll Charlie Foster always refers to that as grandma money because

020it's nice when it's there. Um, and now the state is kind of going for direction of that. So, I don't anticipate that being a surprise to our teachers. >> That's mainly what I wanted to make sure that there was some sort of communication. >> Good question. Thank you for sharing. Okay. Um it does require our attention for motion to accept policies for the second reading. So second, please all in favor. >> Any opposing? Seeing none, the second reading passes. >> I'll introduce Mr. Deion source. Uh he's going to go over um our Bale campus conditions and renovations project uh and request permission to advertise bids for this project. >> Thank you, Dr. McCall. Members of the board, I will try to keep this as brief as possible. I'm going to discuss two timelines for you.

021The reason for that is we're still working through some of the details with the civil engineering and along with the city of Alzo um you know over the past few weeks what's taking place behind the scenes is and on the site as well is reviewing traffic counts over the past few years and evaluating what the building's going to look like with the additions renovations and then the new IT and maintenance building. What does that look like if you were at full capacity for example? So they start looking at things like do you need an additional turbul? Do you need a blister? Do you need to cut access off or add additional access? So I'm going to go through u the path of no INDOT delay and we're cautiously optimistic that's the path that's going to

022be taken based on discussions with the city of Alzo and with INDOT. So those the traffic information was secured last week between the 13th and the 15th. The information was submitted to both the city and a a memorandum of understanding was submitted to INDOT and the city of Alarezo. We anticipate that INDOT is going to be confirmed whether or not full be required by September. So bear with me for a minute. If a traffic study is not required, I'm immediately going to send Mr. Olivefield a notice to biders for advertising. and we go through the typical advertisements with the news bid meetings developing the front-end documents for a bid opening in early October. We scope all the contractors assuming we work with the administration and everything is on budget. We would come before the school

023board on October 16th to request an award, issue notice notice to proceed to all the low contractors and then start construction November of this year with completion in January of 2027. So that's with no INDOT delay. Now again, we'll know about a week from now, next Wednesday, if there is going to be any additional requirements to do that. Being involved in projects that do require a traffic study, that often takes three to four weeks. So, it pushes everything by month. So, what that does for you is the bid opening. I wouldn't send the notice to biders until end of September. And then the bid app opening would likely take place early November with an award at the November 20th board meeting. And then we're northwest Indiana, so it's hard to predict the weather, but it

024does become challenging start construction in December, January, especially when you're dealing with foundations. It's not as productive. So likely the schedule will get pushed to start in the spring. Again, in Indiana, this is March, April, somewhere around there with an overall completion of May of 2020. So I threw a lot at you. I'm going to hit pause and I'd be happy to answer your questions. So to summarize, if we get the green light within a week and a half, I'll I'll motion forward, right? >> Motion forward and I'll come before you on October 16th. >> Correct. >> Still with the completion of 20 27 just later >> January 27th. If there's a delay, it'll go May. So, we won't start until the spring 26, finish in May 27. >> So, if we get the bids

025in October, do we get them a little bit ahead of time so we can think about it or do we just is it a first reading and then we have time to give you an answer? I'm just asking about the process because I haven't done that before. >> Um, so we will have the bid opening. We anticipate having it on October 7th as long as there are no hurdles. And then what we do is we spend a few days our team, Stilman's team and Jeral's team evaluating evaluating the bids, working with the contractors to make sure they understood the scope correctly, making sure that they understood the schedule expectations when materials need to be on site. We're actually meeting with Dr. Bendixson, Dr. Hollist and some of our team members, Dr. Paul as well this

026Wednesday to throw out some ideas as far as logistics plans, um, phasing where we'll be in certain areas in the building. But you throw those ideas out there and then we all just get together and say this will work, this won't work and that's what included gets included in the biz. A very similar process to what we did uh especially at the high school where we worked on certain sections of the building and we had to move teachers and classes and kind of stay ahead of and then behind come in behind the renovation so that we live in the space work in the space while the different spaces being renovated. So we do have extra space within that building to account for it. It's just going to be that logistics approach. >> So typically when

027we go into school for example to renovate we look for creating efficiencies pass through finish set rooms to while you're still working on the new building IT building and working on the additions. So you ask me what time what if I told you how to build a watch. What I'll say is this. There will be between October 7th and October 16th to evaluate the bids. And if on October 16th, if you're not comfortable to award at that time, I would anticipate that you know you have here's what I'll say. If you were to defer and say, "I need more time to evaluate the bids," then you risk not starting in November, unless you wanted to have a special word to do within a few days after the 16th. If it had to wait until November,

028we will a large scale project, especially coming in with it. And I'll tell you that uh every project is important. Uh so you're coming at it with the right mindset. Uh we work with Jalter I mean you know for a decade uh and CFO Holly and I in this on a daily basis. So when we get to a point where we feel good about the bids biders uh I will invite anyone two of you no more than two at a time come in and speak with speak with us go through it. uh in detail >> and it'll help to make that recommendation. We've looked at it so much. >> Correct. It's coming from administration. And typically if it's within our in the budget for those projects, you know, unless there's some reason that you're uncomfortable

029with the contractor or their their overall contract, you know, we would probably move forward because we've already improved doing the finance. What I'll also add is the way the bids are structured. There's the base fit work which means this is the work we absolutely need. Then you structure maybe four or five alternates. Those are the things that you may not need but you may want and if you can afford it and everything comes in within budget you select those alternates as well. So it's structured to protect overall budget as well. >> There you guys have done tons of projects and public sector space well machine. I mean if you reach out to other districts it's a very smooth process. >> Well we've worked with you at the upper house and the district. Yes. Sorry over

030here. I think he's guiding me until I become a little bit stronger here. Are there any other questions? All right, we need to um take action here. May I have a motion? most please. Uh all in favor say I. Uh seeing none. Uh this motion carries um for renovation for um veil campus edition and renovations maintenance and projects. Uh and now on to the second portion which we are saying >> coming playgrounds coming before you to ask for authorization to advertise for bids for the playground improvements projects. >> Um it'll follow the same timelines there as far as the bid opening and award. You know, if we open bids for available at 11, we likely open playground bids at 12 or 1:00. Might be some of the same contractors have been available as well, but

031then we would cover two one comfortable. All right. This one also requires action. May I have a motion to approve playground advertising? >> Second. >> All in favor? >> Any opposes? No. >> Thank you everyone. >> Thank you. Moving on to the new policy. >> Uh yes, we have a first reading on our attendance policy 4320. Dr. Allison, few words of wisdom on this. Thank you, Dr. Madam President. I think I can best characterize this as a case where the headlines don't match the details. There's a lot of noise about this. a month or so ago in social media and our district attendance team did a really great job of breaking down the information, analyzing what changes really were coming to our policy. And at the end, it really wasn't anything different than what we've

032already been doing with a few little modifications and some more clarification. So, I'd like to highlight some of those details. They're highlighted in your board packet as well. Um, but I'm just going to hit on a few things that um you should be aware of. uh the first is uh they expanded the um or they defined so I'll say this there was two definitions that were linked together previously in the language they've now separated clarified them uh the first one being uh chronically absent which is the 10% rule or approximately 18 days 180 days um so that is defined as being chronically absent and habitually treatment is officially 10 unexcused days in a school year. So that's number one. Uh two, uh they added the future of America and 4 programs to the exempt. An

033exempt attendance code means that you were never marked absent to begin with. You were counted as present even though you were participating in state fair, civil air patrol, uh active duty. There are several exemptions that are argued for policy. They just added future firearms of America to that as well. Uh three, the expanded try prevention uh policy. So last year uh we approved attendance policy K to six uh where if a student was absent as was counted as unexcused five times in a 10w week look back period. The school was required to set parents and welcome an attendance plan with close parents. That was only for K through six. Originally started in legis K through 12. they backed up K6 to kind of see how it went. Um after seeing how it went for a

034year, they've now added that and expanded it from seventh grade to 12th grade. So same attendance truency prevention policy applies. Then they made one small modification to that which is that um they used to give 5 days for the administration to set up the meetings with the parents. They've now allowed for 10 days recognizing that it was hard to get parents of students who were not going to school to come in for those meetings in a timely manner. And again all these changes are driven by uh legislation that passed the state level. So the state pass legislation and then our attendance team poured through it and made changes to the policy in order to comport and align with that. >> Y that was pretty much it for my details. The rest of them again they're

035highlighted in your packet text have been modified. So happy to answer any questions if you had a chance to look through it. But we've um so one was just general of the language that was used. There's a couple things that don't seem to to align exactly with what the language of the statute was in particular when you talk about um the armed forces exception. I don't know if there was a particular reason why it was rephrased or it was just original policy. We didn't we didn't change that or adjust it. I think the only modification if there was one was the number of days what what does >> there is a a distinction between service in the active duty versus order to duty. There's a couple phrasing changes. I just want to make sure there

036wasn't a reason why we're deviating from this. >> Mr. >> Okay. Um, and then the other question I have is more about the expansion of the attendance meetings from sixth grade up through 12. Um, one of the things that I'm approaching this from is because there's some there's been concern about whether or not this would impact the ability of administrators, etc. to have those attendance meetings. Do we know how many additional meetings we're talking about adding now that we're expanding from sixth grade up to 12? Uh I mean I think we would see a little bit more as we kind of get into it experience it in the coming year in general and talking about our deans who were also participants on the committee who deal predominant with the attendance side of things. Uh they

037said that they anticipated an uptick in some of those meetings but not anything that was alarming at this point in time. That's just based on the data they have against the five days with the 10e look back. I felt like that gave them enough roll over to buy the cushion that they would need to not be overwhelmed or impact. It is definitely something that's The reason why I ask is one of the conversations that the legislators have had with the Indiana Schoolware Association has been asking for feedback on to the extent there's these changes in regulatory policy if there's going to be some sort of an unfunded mandate. So if there's going to be additional meetings beyond what you would have expected that they would like to know about that so that if there needs

038to be funding provided through the legislation, they're doing a review of the legislation this year. And so I want to make sure that if we think that there's going to be an increase in, you know, one poor administrator gets stuck doing nothing but attendance meetings because all of a sudden there's 2500 more people that are subject to these attendance meetings. If that's going to be the case, like looking back at how many more how many students would have applied to over the past couple of years, how many names are we talking about? Is there really enough additional space? We don't want administrators not able to do the job that they're already doing because you do. Um so to the extent that you start looking at that if there are concerns about that please let us

039know so that we can take that up we now have a legislative leazison um she can go and mention that downstate to say hey if we're going to do that what is the process to make sure that if we need to hire an additional administrator because of this policy change they may be willing to adjust their funding. This is an unexpected increase. >> We will monitor the data for a few months. >> This is just for questions. >> All right, we are moving on to public hearing uh for bus replacement plan. from Mr. Holy. >> Thank you, Madam President. As part of the annual budget process, uh we prepare a five-year bus replacement plan presented to the board and to the public to have a short very short education. the uh bus replacement plan for

0402026. Way it works is we uh post a plan both on the BCS website and on Gateway and the plan identified the bus is scheduled for replacement this year and for the next uh four years after that and uh the expenditures for these buses are from the operations fund. The proposed bus replacement plan for 2026 they proposed to replace four buses. uh we'll be trading in six as we've been doing the last couple years. We are uh trading in extra buses to right side. So this will be the last year of that. Uh for 2027 replace six buses, 2028 six buses. 2029 seven buses and 2030 replace six buses. Uh the timeline for this is to have the public hearing today and then we'll come back uh on the September 24th meeting and ask for

041permission to approve the 2026. I'll be happy to answer any questions you may have at this time. buses. Um, so you said we're moving you 60 my 67 buses is the right size that we're getting to. Correct. >> Okay. So, we're currently trading them in and moving down to 67. >> Okay. What's the average age of like our fleet? I guess age of our fleet like how often are we wanting to like keep a bus floor? >> Well, they replacing them when they reach 12 years old. >> And in fact, by law, we can't replace them sooner than 12 years. >> Do we keep them longer? Are we trying to >> one or two of our extra buses may be older than that, but our our active bus they're 12 years or >> they're inspected

042and certified. So the longer you keep it more expected is certified. >> Today I learned about Yes. Uh, of course. And I'll open for a public hearing regarding this bus replacement plan. Anyone who would like to make a comment. >> Brian, you stay on your comments for the end. >> I'm wait. >> All right. Okay. Okay. I'm sorry. Closing all public comment. Seeing that there is now do nothing >> next month. >> Next September 25th. I'll be back. All right. I know he was working with me on this and I kept saying when did I do that? All right. So, we get to move on now. Uh public for capital projects. Mr. Thank you, Madam President. Also, as part of the annual budget process, we prepared a three-year uh capital assets and projects plan to

043present to the board and to the public. The capital projects plan for 2026 uh have also been posted on BCS website and in gateway. Uh the plan detail includes capital acquisition, so stuff as well as projects that are capital in nature. Uh these are for projects and single items that are $10,000 or more. The only exclusion will be buses because they have these expenditures are also part of the fund. The uh examples of capital project expenditures could be building acquisition, construction, different improvements to buildings, purchases of equipment, uh emergency allocations, uh for things that are seen, uh maintenance and repair of equipment, sports facilities, technology. Uh and then they said there are two parts to this. There are the assets and the projects. Looking at the proposed capital acquisitions for 26, 27 and 28. Uh

044the assets uh include variety of things, maintenance uh equipment, uh vehicles other than buses, uh furniture sets, classroom sets, uh gym equipment upgrades such as basketball goals and gym curtain dividers at the middle schools. Uh the complete list is available on the plan document that's been posted. Going on to the capital projects. We do those uh separated by each year in 26 partial list includes asphalt projects, building improvements, HVAC improvements and replacement and playground resurfacing. 2027 very similar more asphalt projects, more building improvements, more HVAC improvement and replacement and a uh in addition to the bus branch for 2028. Again, similar to see more asphalt projects, building improvements and HVAC improvements. The process for the approval is that we have a public hearing today and just like the bus replacement plan to come back in

045September and ask you to approve the capital project now open for public hearing. We have board Dr. McCall. Um Brian Williams report um just two questions on capital projects. Um what is an autonomous cleaner? Think of it like a it is a large industrial. >> Okay. What's the lifespan? I don't know. >> So it's okay. Okay. It's a floor. >> Okay. And then also what is going on at Flint Lake that requires replacement of the furniture at all grade levels or is that just it's a great question. Uh that's original furniture. It's 30 years old. Um or not since the >> So right during the renovation split lake wasn't touched except for the secure entryway. Uh it's minor upgrades with HVAC and so uh the modern movable dynamic furniture that the other place I have

046a question about furniture. We do. We still have um a sale. We used to have a sale >> Auction. Yes. >> We still have an auction every other year for us. Sometimes every year, sometimes every other triangle desks have a strong opinion. So the actual pieces of the furniture have been selected. >> So when that is selected into the auction or will we just hold it until >> if it has if it has a value. I mean obviously something that they they have no value at all. The law says that we can give them too much if they want. We can dispose of it through through throwing it away if we want. If it has no value, if it has some value, then we'll send them to an auction. Can't get >> in 1993. >>

047All right. So, we'll be back next to finish this conversation. Um, so we are now moving on to budget overview and permission to present to authorities city council. Mr. >> Thank you, Madam President. Uh, I'd like to start with just a quick overview of our budget funds and then we'll proceed to the actual numbers for the for the 26 budget. Uh the funds that we discussed, there's six of them here, plus another one that uh the uh debt uh service fund, the pension debt fund, capital referendum, and operating referendum funds, the operations fund, and the largest one, the education fund. The one that's not up there is the rainy day fund, and I'll talk about that. Starting with the largest one and the one that's not supported by property taxes of those six on the

048front. Um the education fund. This is basic grant money. It's based on the average daily membership, the ADM count that they'll take on October 1st and February 2nd of 2026. Um not property tax revenue. As I said, this this monthly revenue of the state that comes mostly from sales tax and state income tax. The uh education fund money used for instructional expenses could be anything from u instructional materials to salary teachers are included in this. A portion is revenue also as you know from my report every month is transferred to the operations fund because they move some expenses from education operations but didn't move the revenue. So we do that on a monthly basis. Um the property tax supported funds include uh the operations fund. Uh the operations fund revenue includes property tax as well

049as excise tax, commercial vehicle excise tax and financial income tax. Um the monthly transfer from the education fund is also part of the operation fund revenue. The current amount as you know is $645,000 per month. The operation fund had the maximum levy. So what they do is we take the money that we levied last year and the maximum is 4% we can add 4% to that next year. Um so that comes to 13,9,869 is the levy for the operations fund expenses. The operations fund these are all non-instructional expenses. could be for maintenance, transportation, uh bus and vehicle purchases, utilities, equipment, and also some of the uh administrative salaries are in there as well. The next fund uh we have three debt funds. The first one, the debt service fund uh includes the 2002 and the

0502011 building corporation leases and will include the 2025 bond if they're sold before the end of this year. uh and also common school loans are included in that fund as well. The pension debt service fund for the 2015 amended pension bond and as we said we got one payment left in January and that was paid off. The capital referendum fund fund is for the 2015 and 2016 referendum bonds. the debt service funds, uh the revenue comes from property taxes and also excise tax as of uh July 1st. Um all CVET and FIT uh taxes which were proportionately distributed amongst our tax reporting funds can all go into operation. So we chosen to do that. The uh debt service fund budgets are simply determined by the amount of payments that are due during the budget year.

051The pension debt service fund is is a little different. Some of you recall that it's tax neutral in that whatever we levy for the pension debt fund payment. That amount is reduced from the levy for the operations fund. So the good news is once that's paid off, we won't be reducing the money to the operations fund. It'll get its full levy. Uh the the operating referendum fund uh is approved for a period of eight years when it was renewed in 2022. Uh the maximum levy rate for the operating referendum is.1495. Uh due to legislative uh legislation that was capped at.1414 last year and that will be back up to the.1495. Uh the money may be used for anything in the spending plan that was approved, managing class sizes, essential health and safety initiatives, retaining teachers

052and staff uh academic and educationally re related programs. The last fund uh covered the rain day fund which been established for quite a while. Uh this doesn't have any effect on our tax rate or our tax levy. uh right now I've been using it to uh provide temporary loans for capital purposes like to our pension debt fund. All right. So to the actual numbers uh starting on the right hand side those are the numbers that were certified and approved by the department of local government finance uh last December and the total came to 100,810,377. [Music] The uh advertised budget for 2026 is slightly higher uh grand total of 104 million 980,928 but that does include uh a million dollar uh budget appropriation for the rainy day. That's his permission if we needed to use it.

053We're not going we have don't have the plan to use it other than to use it for cash flows. the property tax rates. Uh starting in the at the middle column, the rate that were that were um requested of the DLG app last year were at 1.0425. Uh after they worked our budget, applied the uh uh sets values and our cash balances, the DJF approved, they asked for region 25, it came to a total of 8739. the uh advertised rates for 2026 come to a total of 9523. So it's close to what it was last year and we'll see they'll have to rework that and by uh December tell us what the actual reach the budget timeline tonight uh I'm asking for permission to present the proposed 2026 budget to the Ver city council. Uh

054that presentation and public hearing will take place on September 22nd. Uh and then we go back on October 13 and request the budget approval. So at this time we'll be happy to answer any questions you may have. The operations fund are we taking the maximum for the levy increase of 4%. Correct. And I presume you have enough cushion in your assessed values. So that three works so we're not going to get dinged. And for next year, there's, you know, if the Senate bill roll back one, you know, there's more changes. Um, and some of those could bring excess down, but but hopefully with some of the growth, it won't be as bad as maybe some other communities. had a question regarding the debt service fund increase that was the most substantial increase. What is the

055the basis for it going that >> that's one number that will of all the numbers there that one I believe that BGF will will adjust the most because what I have in there is a proposed payment on the 2025 bond issue. So don't know that what that's going to be but that's what the increase is. going to be at least one payment when you do that. You need to put some cushion in because you don't know rates could go up or you know they should go come down and so what was the rate the the interest rate? Yes, >> probably like 5% probably [Music] was from the B proposal that we looked through last >> they they they have to go with the maximum which is I7 >> I was the same number that you

056were using or if you used a different or anything like that >> you probably got those numbers from steel number they provide >> they're higher than what they anticipate the market to be again just for our perfection. >> Um and then for the operations fund increase, was there a particular notable increase or was this just with the available 4% increase with utilities going up? I'm sure everybody has received their their energy bill lately. uh utility have an increase. If we're going to have a salary increase for transportation, for maintenance, for um non education fund employees, we have to have money there as well. >> Insurance as well. Insurance. Yes. >> Thank you for those questions. Hopefully, it's enlightening to our viewing community as it is for me. Um, this one does. May I have a

057motion? >> A second. >> Just clarification. So, the motion is to move forward presenting it to the city council. >> Yes, it is. >> Um, so that's the first second. All in favor? None. This is passed and will be shared with developers of city council. Thank you. >> You're welcome. U moving on to uh annual calculation form 515. >> Thank you mad madam president. Uh back in August 22nd of 2024, the DCS board meeting uh the board sorry the transfer tuition was waved for students who live out of the district and are children of employees or parochial school transfer students that were enrolled with BCS for the 202425 school year. Uh these students were counted in our ADM accounts in October and February um for state funding purposes and we did receive $7,5058 for each

058one of those students that money going into our education fund. Um similar this year there are 126 transfer students enrolled for the 2526 school year. Uh if these students are not enrolled in these yet schools, we would still incur some of the cost, but we would not receive 923,222 in basic tuition support. And that number is simply uh taking the 126 and applying it by the new uh funding amount of $7,327 per student. So we have a chart. Uh you can scroll down please start off at the bottom of the page there. You see uh on the left hand side the estimated cost when they calculated this last year based on 2324 numbers uh the cost ranged from uh high school students uh having a cost of 7,179 uh all the way up to middle

059school students being 8722. At the end of the school year when we ran the actual numbers uh they were a little higher they were the high school they range from a low of 7863 for high school students up to 9534 for middle school students. um using those 2425 numbers uh and theated ADM that we have for this year. Um the numbers uh for 2026 the estimated range from 7,73872 up to for the middle school 945229. You see in the yellow box at the bottom those are the that's the amount of money we received per student for education fund. $7,50.90 last year, 732716 or 2526. Go back to the top. So what we just looked at were the total cost for those students. Here we'll look at the cost minus the payment from the state. So

060last year the difference uh for 2425 was as low as $12855 for high school students. uh uh up to middle school 167194. Um that was the estimated the actual numbers came out higher and the high school students transfer students cost $68782 more than the state uh provided and middle school was 241. Um, using those numbers in our ADM, the estimated excess cost for the transfer students uh are 2526. The high school is low at $536 and the middle school $2,27. So we are asking for the board to once more wave the transfer tuition for out of district students who are children of employees or proial school transfer students that are enrolled with not community schools for the 2025 2026 school year and these calculations are mandatory that we do each year share volunt to ensure

061they wave that. >> It cost us a little bit of money to have them here, but we get a lot of money for having them here. Regarding the uh state based tuition, think of it 126 spread over 13 grade levels not impact class sizes or resources in any major way where it's increasing the cost to those classrooms or buildings. So we have a really benefit not this >> is my fourth time doing this every time you >> does everyone know the reason why you wouldn't want to do this it seems to be a fairly straightforward >> because because our population of transfer students is so small it's not really a discussion it makes sense to do if we had larger populations >> and parochial transfers those are students who attend St. involves schools and then

062transfer into two years at the school. >> Can they transfer into middle school too or no school? >> This been a longstanding policy to do this. Any other discussion for questions from I have a motion to um wave the enrollment fees. >> Some move. >> A second. >> Second. >> All in favor say I. >> I. >> Any opposes? There are none. So this passes 515. >> Thank you. Um still with Mr. Holfield of the annual ECA financial reports. >> Thank you madam president. Uh each year the building treasures compile and submit their annual ECA financial reports. Uh these reports are audited by our internal auditor Amy Francis and then reviewed by uh Sam Douglas and myself before being submitted to the state board of accounts via Gateway. We are asking that the board approve

063the annual ECA financial report for the period of July 1, 2024 to June 30th of 2025. >> Any questions? All right. May I have a motion to approve the annual ECA financial report? >> A second. >> All in favor say I. Any opposes? >> I will recuse myself. >> Um also the approval of the annual BCA financial. >> Thank you. >> Um and lastly uh 2025 26. >> Thank you Madam President. uh public law 214 which is effective on July 1st of this year added a new subsection to Indian code 20-26-12-1 and the new section said uh this section does not prohibit a governing body of a school corporation or any organized charter school from assessing and collecting a reasonable fee for supplies of materials that one are not curricular materials and two supplement the

064instruction problem is very little guidance has been provided by the state as to what materials fall into what materials and feeds fall into these categories. Uh so we are asking for app to prove uh that we continue to not charge parents and guardians for supplies and materials the 202526 school year. However, reserving uh the option to uh charge allowable fees in the future uh once more guidance is provided by question. I'm sorry. >> Responsible information for what the world >> more guidance is being will come before the answer we get there. >> The only solid thing we've been told for example such as PE but we've already made switch from that. So we make a switch and then come back switch back. So we're going to Just for >> any other questions from a motion

065to approve that we bypass 256 textbook rental. >> A second please second. >> All in favor say. >> Any opposes? None. Motion carries. >> Thank you. >> All right. to eat sir. Um we are now accepting secondary resource adoption uh baking capstone culinary. >> Yes. Thank you madam president. Um as many of you know we have a culinary program housed at 800 and uh several of our students are moving into their second year or now in their second year of that program and they get to choose a capstone uh course and um we had several students opt for the baking pastry capstone this year. And so um we're just looking to officially adopt the same resource that's being used around Porter County and the other culinary programs for that for that course. Details are in

066your board pack other questions but pretty straightforward. >> I appreciate the form and the process to go through to make a decision. Thank you. Uh any other discussion or questions? >> I just say I really appreciate this program is moving towards this. >> Thank you. May I have a second? All in favor say any opposes? There are none. Thank you. Um and last in our agenda tonight, we're going to have our district data report. All right, I'll start this off. Thank you, Madam President. We appreciate the opportunity to share a little bit of time with you this evening. Tonight, we're going to provide you a snapshot of how we begin with end in mind, uh to ultimately provide pathways for our students that meet their individual needs, um their goals, and also cater to their

067strengths. You may recognize the photo that's coming up. There we go. Um, you may recognize this picture from May. It's our graduation senior. Uh, I can't really explain the sense of awe um that came from our youngest students as we watched and they watched uh the graduates proudly walk through their former elementary schools. It was truly inspiring. Um, this wonderful event is really a good way to remember that through comprehensive systems of support, we help each student reach their full potential. Um, our focus on continuous improvement fosters a culture of growth um by breaking down these areas of collaboration, goal setting, reflection, data, and observation to maximize on opportunities for students. >> Thanks, Judy. Um, yeah, we're excited to share the following data presentation with you guys tonight. Uh it's an opportunity for us to

068pro about what our students and teachers and administrators have been uh working so hard and passionately towards um and undoubtedly uh what you see there of continuous improvement is a um hallmark of what we do and it's what we do as a district. Um but I do want to say that u metrics metrics from highstake exams are not the driving force for what our teachers administrators do. Uh our why is and it remains grounded in the idea of exposure and opportunity. Our philosophy stands as we expose students to a world they never knew existed and then give them opportunities to explore that and the metrics will prove themselves out. Uh we're not flippant about preparing students for high stakes exams. It's just that when we invest in the individual student, we really want to make

069sure that they're prepared for any type of high stakes moment that may come their way. So that could look like an application for a job or for college. It may look like uh an opportunity to sit in an interview. Um it may be sitting in a college class and looking at your peers to the left and to the right and knowing that you were better prepared than they were based on your experience at about high school and about community schools unless the house students. Um, as we begin the data review with graduation data, I did want to call back this slide. Uh, so this is from a presentation from a couple years ago where I talked about uh all the different programming that's available to help our students uh get through high school successfully, but

070it really transcends or goes it goes it starts before even high school. You're going to see that in today's presentation. We're going to work our way all the way backwards to uh second and third grade. Um so uh with that I want to share that um BCS established a broad spectrum of programs and opportunities that could be tailored uh to support each student's successful completion of high school. I'd be remiss if I didn't specifically highlight on this slide the bill raise alternative learning experience. Uh for those of you that have been here for a few years, you know the impact that that program has had and the investment that we've made in that program so that students who uh don't necessaril don't necessarily thrive in a traditional school environment can find a way to find

071a pathway but to success. You're going to see a little bit how that manifests in the data that I'm about to share with you. So let's talk a little bit about graduation rate. And again, I'm going to rewind a little bit and talk about the uh fresh uh decision to expand CTE several years ago. So when we were looking at student data survey was done countywide and within our schools and we were looking at what our students were interested in uh one of the things that really stood out CTE um passion for CT and the CT had become something that both collegegoing and non-olgoing students were participating in. So at that time we decided to add a vet tech program because one did not exist in the county, a culinary program because that was an

072exploding program and a construction trades program for the same reason. Most recently in the last year we also an athletic training program in high school uh as well as a health science program. Again all of those driven by student data. What are students wanting to do? Where are they trying to uh find their path on their way through high school? The reason this was preioned and what was so important about this is two years ago when I gave a presentation talking about our graduating class data, the ASFAB was a test that was available for students to be able to use to graduate. So I'm going to just touch on this briefly, not go back through the whole graduation pathways presentation because we know that can be about an hour long presentation. Uh but in short

073uh the state did add a post-secary element to being able to graduate from high school and our students typically use these options as the means to show or demonstrate post-secary readiness. The first being the academic honors diploma. We typically have 50% or more of our students earning an academic honors diploma and that is one evidence that can be used to show postsecary readiness. After that, we have students who can meet the SAT or ACT benchmarks. Uh this year, you'll see that was about 9% of our students. And then after that, we used to have the ASVET benchmark as another one. Um that is no longer an option unless a student is willing to sign an agreement that says they are willing to enlist once they graduate high school. So that number has reduced greatly. If

074you notice back in 2023, that number was 32% of our students were using that as the next option. But uh the good part of the change in that legislation that changed the way the ASP allowed our students to then shift to kind of the importance and focus of what CTE could do for them. So you'll see this year that uh the flip really happened uh that CTE students are now at 33% or about the same mark as what it used to be for master. Those students are now getting an experience through high school that is very hands-on, very project based, very um oriented to the career they want to do. And again, that could be a career at any kind of level. We have four-year and graduate program college students who go into those CT

075programs in order to get their hands dirty and get the experiences that they wouldn't otherwise get in a traditional classroom. And we have other students that are going there construction trades and getting those pre-sklls in order to be ready for the apprentice programs. Uh so CT has obviously become a very important part of what we do in order to help our students navigate the unique or individualistic ways of their uh pathway through high school. So when you look at our numbers there at the bottom you'll see we had 330 students prior to that in 2023 was about 250 students on average per year. It grew to 330 now was 400 plus last year. This year again we have 400 plus students participating in the programs. So we'll continue to keep an eye on that. uh

076looking for opportunities to expand into other areas if need be and monitoring some of the local economic data too and finding out where those high demand high wage jobs are going to be in the future. The ability to be that flexible with programming and provide as many opportunities and options that we do for our students has really translated well for the graduation rate. Uh, prior to 2021, we were about a 93% graduation rate and as the graduation pathways came more and more on board, we were able to use the robust offerings that we had in CTE and within the high school to help our students start to create different ways to get to the finish line that maybe didn't look like the only options that were available just a few years before that. So, it

077was very limited one, two, or three pathways for students to get to high school. And grant pathways allowed us to leverage those career uh technical education courses as well as some of the engineering, business uh and biomedical science programs that we have within the high school uh to find their way through high school successfully and maybe look a little less traditional than it used to be. Uh so what we kind of uh started calling that is that students m on their way through high school. They find an area of study that they're interested in. It gives them opportunities to explore that that area. So again, we've been able to experience graduation rates that have been in the 98% 99% numbers. Uh there's a few things I do want to point out on this slide um

078or with that data that's important to know. Uh one is that in a couple of those years, we've had students who have also completed their high school prof. Those are students who do not count in that graduation rate number. We make a specific effort through the bail to help them get prepared for the high school fluency exam. what speed the GED and then we underroll them and get them to a place where they can take that exam and hopefully pass it successfully. We've had several students do that through those years. They don't show up on the numbers, but it speaks to what I was talking about earlier that it's not about the metrics. It's really about the kids that are in front of us. Uh, another factor I want to point out is that often

079our grad rate is reported slightly lower than what you see on the screen. That is usually because there are some arbitrary penalties assessed for having too many special ed students who earn an alternate clause. So if you go above the 1% cap, uh that will start to affect your number. But they are appropriate outcomes for those students and we celebrate every one of their accomplishments leading to that finish line as well. Uh and the same is true for our students who waver. While we have less and less students who are wavering, a wavering is a student who has done all the course requirements, they've attempted at least three of those options that I mentioned before, the SAT benchmarks, uh the ACT benchmarks, CTE or AP IV dual credit courses, and they just weren't able to

080quite get all of it together in order to meet that last box. They are allowing labor for having made an honest attempt at that postsecary readiness box. and it's a it's a less than 1% now. Uh but that is the number that also can be leveraged against us sometimes in years. So a lot of success, a lot of things to celebrate there. As far as graduate is concerned, prior to graduation, our students have a wealth of opportunities that are college and uh career readiness based. And to talk about our advanced placement program, I'm going to ask Mr. Jared Miller, the assistant principal of Alra High School, come up and talk a little bit about that. >> That's yours. >> Thank you much very much, Dr. Alison. Good evening board. Thank you for allowing me the

081opportunity to speak today about some of the successes and participation that we're having about Brace High School. I want to echo Dr. Allison's statements. Uh we are just not a single test sport. um our goal is to create well-rounded students uh develop our faculty and staff and teachers and create productive citizens out society whatever their goals may be uh so I'm about to talk a lot about data and numbers different metrics uh but keeping that in the back of our mind so we're going to start with our advanced placement programming um we offer 26 different AP course offerings which is our most rigorous courses uh at the high school level so we're very proud of these very proud uh of the enrollment participation and the achievement that we have and those are kind of demonstrated

082right here in our participation achievement numbers. As you can see uh the things that we really focus on are the number of AP students that are enrolling and taking exams as well as the achievement of getting passing scores which are free. AP scores are based on a one to five scale. uh students who receive a free or higher uh typically receive that college credit when they transfer to universities. Um one thing I want to highlight on this is the number of AP students that we have grown from 2021 to 2025 as well as the number of exams and overall the last year focusing on 2025 is the number of students uh that we had score at least one three on the exam. So we had 768 AP students at the high school last year take

083at least one course. And of those 768, 69% of them passed at least one exam. That's an exceptional number. Uh that is a testament to our teaching staff, our school employees, and the students themselves put in the hard work turning in college credit. Digging a little deeper into that, uh AP and college board award different awards called AP Scholar Awards. There are three different degrees of those awards. the AP scholar which means that a student has taken at least three AP exams and passed three. We also have the AP scholar with honor and that means that student has taken at least four exams, passed at least three of those and they have maintained a 3.25 average score across all the exams they've taken. We also have the AP scholar distinction which is the highest level

084and that means they have taken at least five AP courses passed off past at least five and also average a score of 3.5. Uh we had 103 graduates receive one of those awards for the class of 2025 which means 20% of our graduating seniors last year received that honor which is a huge testament to our AP teachers our staff in general and the students who put in that work. Also something not noteworthy to highlight that 37% of all of our VHS VHS students took at least one AP exam last year. We focus on exposure and opportunity. Like Dr. Allison said, we really want our students to um take rigorous course offerings that align with their postsecary goals that challenge themselves and that just is demonstrated right there. Those first moving on to a more holistic

085schoolwide approach past individual student data. Uh we have AP accessibility and programming. In 2023 24 uh we were awarded the AP school bold award, the AP school gold award. We are one of four public Indiana high schools to receive this. Um this is the second highest school award that AP offers and I've got a kind of a a breakdown of the criteria. Um so the criteria is that 65% of the graduating class has to take at least one AP exam by the time they graduate. We had 67% of our students complete that. Second criteria is that 35% of the the graduating class earn a college credit by earning the AP score of at least a three. We had 40% of our 2024 graduates complete that. And then 10% the last criteria is 10% of the

086graduating class take a total of five AP exams across their high school career with at least one of them coming to 9th and 10th grade. We had 21% of our students reach that. Uh so again another testament to our school counselors, our teachers uh to really push our students to explore different options uh challenge themselves. Uh and that's that's all outlined right there in the second college award award that we were recognized with was the AP access award. The AP access award recognizes high schools that demonstrate a commitment to providing equitable access to advanced coursework and college level opportunities to all students including those in underrepresented populations. So again, we really push for our students to challenge themselves across the board. Really try to have them find something they would enjoy to take and to

087throw themselves into that. So it's great to see these recogn recognitions from College Board. Uh so what are we doing to get there? Part of our process includes what we call the CAP team at the high school level. So our CAP teams are college academic planning teams. So from a holistic standpoint um from a visionary standpoint this is our team that meets once a month. This includes our four core department chairs from science, social studies, English and science along with our four instructional coaches, administrators and school counselors. So what the the the purpose of this team is to really dive into the data analysis of the collegiate level programs like SAT, PSAT, AP. uh set of goals, analyze the data, figure out what growth plans we can really focus on for the upcoming year and

088see what more we can achieve for our students. So within that team, uh a lot of goal setting is done that filters down to the individual levels uh with that movement to continual improvement uh that Dr. Alice and Dr. Barb keep talking about. Um part of that is the instructional planner reports. AP does a great job of providing data feedback to our teachers that really break down how their students scored on those AP exams. We take an intentional look at those uh reports and really uh make it noteworthy for them to work with their instructional coaches, their department heads on what we can do to better prepare our students for those exams. We also offer or promote dedicated AP trainings for our teachers who are new uh to AP teaching or if the course revisions

089have changed or if they're just needing some revisiting to the core framework, uh we send them to AP training so they can get that reinforcement. And last but not least, we're really uh intentional about goal setting with our teachers based on the data reports they receive. Uh so that's part of our continual cycle of improvement. That's something we really focus on at the beginning of the year after we look through the data. Um and that kind of aligns yourself with the outcomes that we have experienced over the last couple years. Moving on to SAT school day. Um the SAT in 2122 became Indiana's benchmark exam for the accountability assessment for the state of Indiana requiring all juniors uh to take it during that school year. So we're going to talk about some of the data

090real quick over the last four years. you can kind of see uh what the data looks like compared to the state and then we break it down by the EBRW which is the evidence based reading and writing section and the math components. Uh so really what the state looks at is the percentage of students who meet both of those benchmarks meaning math and evidence evidence-based reading and writing and you can see our numbers right up there compared to the state average. We are historically well above the state average in performance in this category. Um you can see the delta there over the last uh four years and you can see our comparisons with um different components. Something of noteworthy to to look at in 2324 there was a shift in design of the SAT is

091the new digital SAT which comprises some different components. So the SAT went from over three hours to just over two hours. Uh it changed the way that it functions. and became an adaptive test with two modules for each of those uh math and reading sections. Uh and the adaptive portion came in module two after performance in module one. So it's really a more specialized experience for the kid that really zones in on what they know and do not know instead of just saying everybody gets the same types of question or the same exact questions. We're going to base our scores off that. Something else uh within the digital SAT that is really important um is that I already mentioned this all juniors take that uh during the junior year and really focus on uh that

092data when it comes out in the spring. So we are in the top 10% of schools passing both out of 362 participating corporations in 2025. Um, and that data picture represents something else we do is always compare to our state aparts across the region in the New England Athletic Conference and also statewide to see kind of how we uh against them. So, as you can see, Valareerezo uh is right along the DAC counterparts. Uh you probably notice Lake Central with their scores much higher in a sense. Um those are uh those are discussions that we've had within our CAT team. We've reached out to Lake Central and had some conversations about what they're doing that that works for them. Uh not only Lake Central, but we've also reached out to some other corporations across the

093state. Uh just kind of identify some of their uh areas of attack and what they do to really promote the SAT uh and really uh great opportunities for kids. So what are we doing? curriculum assessment and instruction. Uh this is kind of our model and our framework uh for our classroom teachers and what we really focus on within the SAT realm which is intentional scope and sequence alignment with the SAT. So SAT has blueprints that align the standards and skills that are addressed within the SAT uh to focus uh or compare to uh state standards that are taught in algebra, geometry, English 9, English 10, English 11, English 12 and so on. So we are very intentional about using that blueprint to really zone in on what standards and skills that we can accentuate within

094the classroom teaching to help our students prepare for that SAT exam. So really it's a schoolwide culture of achievement with this SAT. We're really focusing on uh making the SAT a thing because of the opportunities that presents itself for our students. Uh so within that's something that we are working on this year is we are focusing on crosscurricular approaches with science and social studies. uh we are focusing on building an SAT skill prep within those courses because a lot of that content and a lot of the standards uh align well so that we can practice and encourage our students uh to feel more familiar with SAT skills and standards. So our CAT team level academic planning team is also part of that process. Um they are again the visionary of where we're going with this.

095So, we've had a lot of meetings already uh this last school year and this school year in preparation uh for some of the action plans we're going to uh utilize in the upcoming year. And again, that trickles down into the course based teams to kind of align what their goals and focuses are for the school year. And all this is is driven by our data that we receive primarily from the PSAT, which is a test offered in the spring. It's a preparation test for the SAT to all of our freshman, sophomores, and juniors. We're also exploring as an area of growth and offering the spring sa PSAT for our freshman and sophomores which allow us to book in data pieces to really focus on what instructional practices we use going forward and how we determine

096what worked, what didn't work and to really uh allow teachers see the growth that their students have in their individual classroom and really doing that preparation for the jur. So, I appreciate you guys letting me speak to this a little bit. Um, answer any questions you got. I might as well turn it over to >> Thank you. >> I'm just going to provide a little bit of background on the assessment before we move into some of that information. Um, >> yes. Uh, this might look like a familiar slide to you. Um the IP began a pilot of a new assessment system in the 2425 school year. This new assessment is known as the ilearn checkpoints. Um it's designed to provide ongoing feedback um to students and teachers throughout the school year. Uh BCS fully participated

097in this pilot in all of our schools in grades three through eight. The checkpoints are administered at three different times uh throughout the year. In addition to the traditional spring summitative that we're all used to, um these checkpoints focus on subsets of the Indiana academic standards and are used in formative assessments um to help inform instruction and provide information about student progress. So um they come in that those three different points throughout the year. Uh during the summitive assessment there was a portion included uh that was a performance task for or a writing prompt. Um the students participated in that although that was not included in the summitive score. This next year uh the test is moving from pilot to full implementation uh throughout the entire state uh for grades three through eight and the

098performance test will be part of the score on the summit of this coming year. Our decision to participate in in uh the pilot fully was really just to allow us to jump start and seeing the new system and it provided us a lot of information on what we uh needed to do with our students. Before we share any of the information on how we leveraged that uh details that we got from that to drive instruction, I want to show a little bit about um our our details. Um here we go. So um you can see we continue to significantly outperform um the state passing rates at all grade levels um particularly in the area of both um passing both ELA and math. But even when you separate those out uh two different ELA only and

099math passing only we're well above the state averages. Um in fact we were in the top 15 uh in the state when considering passing both. So, uh, we're very proud of the work that we've been doing. Um, and it shows in these results. So, I'd like to take a moment to introduce, um, Mrs. Jeannie Sowski and Mrs. Annie Scholenfeld. Um, Mrs. Sinowski is the principal of Benjamin Franklin Middle School. She's just started her eighth year as principal there. And Mrs. Scholenfeld is a familiar face uh, as we called her up before Winston VTA. Uh but you will um recall she's presented several times as an instructional coach um sharing in past presentations. Um after seven years as an instructional coach, Elizabeth Jones has moved into a new role as dean. So she's sharing her uh

100time now at Brooks Corners Elementary and Benjamin Franklin Middle School as a dean of students. Uh we're excited to have her in that role surely to just help with um our continued work on transitions between elementary and and middle school. uh Mrs. Sowski and Mrs. Scholomfelt are going to come up and uh share some information on how we've been very intentional uh with the work that we're doing this past year. It's really contributed and propelled our our >> Mrs. Free to jump in whenever. >> Um, but here up on the slides you guys can see. Um, all the great things that we have been able to do are through this lens of really looking at curriculum, assessment, um, and instruction. As Mr. Miller mentioned earlier as well as high school. Um it really just comes

101down to how curriculum assessment instruction work together. Um and here we're going to really focus on that K through eight and how we are able to do that. Um obviously our curriculum is the foundation ensuring that all students have access to grade level content. That is something that we talk about a great deal. our guaranteed and viable curriculum in both district grade level meetings as well as at the building levels. We follow a scope and sequence and we work really hard again in those grade level meetings for like K through eight um in order to shore up our uh scope and sequences so that they are consistent across grade levels and across buildings to ensure that our students are working on that same essential learning. We also do a lot with vertical alignment and talking

102through our standards to make sure that our students um both at the district level and at the building level again so that when students are working in one grade level we know that that's going to prepare them for the next both looking at our state standards and our state scope and sequences as well as what we know our our valo students need. Uh moving on to assessment as Dr. Jack mentioned we did opt into the I learn checkpoint assessments last year in uh 3 through 8 and I can just say from my perspective last year's coach uh how impactful that was because it really did give us a jump start um in knowing how to use that data to best propel um our instruction. So I was really happy that we did that last year

103and it was a good learning opportunity. Um, so not only using Checkpoint assessments, but obviously lots of different classroom assessments, both formative and summitative to really move our students. Um, and then all of that ties into instruction. So instruction is where our curriculum and assessments meet. So as um teachers, obviously there are lots of different teaching strategies out here. Let's get second bullet point actually. But um we really have focused in the last well for a long time but been really intentional in these last few years focusing on high impact instructional strategies sharing those with teachers um as an instructional coach as a teacher where you come to me or as a building leader um and in talking about instruction. We have a great um reservoir that's the wrong word um but we have a

104great that makes it really people. Um but we have a repository of those high impact strategies that we can work through uh together. Um one of the big things that we have done in the elementary K through five and I know in the middle school as well um it's really focused on um small group interventions. Um we know that our students are more than one test metric and so it's really important for us uh K through eight and really K through 12 to um have students working in small flexible groups so that they can um we can best differentiate our learning for our students. Um, I think those are the big pieces with that. And obviously I would be remiss if I didn't say uh that this is a lot because of our teachers. They're

105the ones who are putting in the work. Um, along with all of us, see the team has told the words before. Um, so yay, our teachers. Mrs. Thank you and thank you for the opportunity to share some of the celebrations that we're able to have based on our students and their hard work. That really is we're echoing each other's sentiments. But you know, Dr. Barb Connect started with the graduation walk at the elementary schools and having been a part of that as a building principal, as a former teacher for some of these students, it really was remarkable. gives me goosebumps to talk about because you see the connections that our educators form, not just teachers, support staff as well, essential staff members and it really is remarkable the investment that our teachers put into our

106students and helping them grow and become successful. It is a labor of love and it is one of the arts of teaching that I think we would be remiss not to touch on. So that having been said, I am focusing on our I learn scores at the middle school level and some of the intentional work that's been done in that process. And so our teachers have put in the work. They have championed this this intentionality to ensure that our students are feeling confident and prepared for this testing. And they've done a remarkable job this school year. And with it being a pilot year, we've done a lot of reflection. We've done a lot of conversations and collaboration that has gone into it as well. And so we're really feeling like when we started last summer,

107our teachers made the effort to come in in the summer. Our English and our ELA and our math teachers came in in the summer. They looked at the IML blueprint that had recently been released. They noted obviously the standards that we're familiar with, but they made sure that they knew the essential standards and how those were going to be assessed throughout the school year. So, we did, as has been mentioned, made adjustments to our scope and sequence. And that wasn't something that just happened in the summer. It's something that happened throughout the school year. Yes, we had the road map, but after we had taken checkpoint one, we were able to learn from that and make some adjustments as needed to better prepare our students for checkpoint two and then for checkpoint three. And that

108having been said after the scope and sequence adjustments were made, teachers then made sure that they t took a look after the first checkpoint. One of the benefits was we were able to see the data in real time. So, right away, the teachers are checking their data. They're sending messages to me to say, "Oh, did you see how well so and so performed?" And, "Oh, I really feel like we can hone in a little bit more on this." And then our BF teachers, our TJ teachers came together at least once a month. And that's at least um there was a lot of intentionality there to ensure we learned from each other. So teachers in that collaboration piece were talking about what worked well in your classroom, what worked well in mine and made those adjustments.

109So again, that data was able to provide information for our teachers so that we could use that with intentionality to ensure our students were feeling prepared so that they could feel confident when they were facing these assessments. Um then our teachers were able to have an opportunity to develop common assessments and these common assessments were a way for them to take a look at how the state was assessing making sure that the assessments were using were similar and the same and then making sure that they were rigorous. We looked at the depth of knowledge the different levels that determined a question that was low proficiency up to above proficiency. And just again, Annie spoke about the differentiation that took place and not just for our learners who maybe needed more support and needed a boost,

110but also for our learners who needed more of a challenge. We were able to look at what's called item specifications on those iLearn blueprints. And those item specifications included academic vocabulary that we needed to make sure students had an awareness of as well as an ability to look at look back standards that our students that vertical articulation were able to have some prior knowledge activated, have the instruction piece take place as well as look ahead standards for the following grade level for those students who needed that challenge. So again, a lot of intentionality, a lot of collaboration, a lot of belief, belief that we could do it, but more importantly, belief that our students could do it. And so the data has shown that our kids are working really hard and our teachers are as

111well. And I cannot sing their praises enough. We're very fortunate to have such dedicated professionals who care about kids and who care about them doing well not just on the data metric but in life. So thank you for the opportunity. And now Dr. Bry I told you we were taking our journey. So you might recall during the 2024 legislative session um requirements or regulations were added in the area of literacy. Uh included in these requirements was assessing second graders in literacy skill in addition to third graders who had not yet demonstrated literacy proficiency. So students are assessed using the I read assessment um both at second grade and third grade. um beginning with the 24 25 school year. The legislation also required third grade students be retained if they did not pass um this high

112read assessment review literacy skills. Um this means that any student um who didn't demonstrate foundational reading skills would be required to be retained unless they um qualified for a good cause exemption. A good cause exemption uh recognizes that some students who are exceptional learners um are working at their own pace, at their correct pace um and that they might need a little bit more time to acquire uh the literacy skills that are laid out with the passing score. So that includes students uh with disabilities, certain English language learners, and even uh students who've been previously retained in third grade. So, that kind of outlines a little bit about uh where we were at last year. Um I'm happy to share um our results. I know uh we've been anticipating being able to share this with

113you. Uh 97.5% of our third graders passed the I read exam. Um we had six of our eight elementary schools that had a 95% or higher passing rate, including three of them that had 100% of their students pass this test. um were, you know, in the top 20 school corporations for passing percentage. Uh the thing that I think is one of the most important takeaways though is this year uh not one single VCS student uh was being forced to be retained in third grade because of not passing the skill tests. All of our students either passed or they uh qualified for a good cause exception. So that is something um to be very proud of. Um the I I began offering an opportunity to take the ivory uh three test in second grade in 2022.

114So that's why you see that um percentage starting in that year. Um we opted to participate because we feel so strongly about uh being able to give an opportunity to um do inter interventions with students as early as possible. So, we've been doing it since 2022 prior to it being required this last school year. Um, so the transition for us going to that required test for second grade was very smooth because we've been electing all to participate. Annie is going to come back up and share a little bit more information about uh the intentional work we've been doing in the area of literacy that has resulted in these excellent scores that we're still hearing. So you'll notice that this slide is very similar to the one that we um used for when it comes to

115curriculum assessment and instruction. Um we are intentional K through 12 with all those things. So a few notable additions to this one. Um in terms of curriculum for the last three four years we've really talked a lot about science and reading um in the elementary levels. Um, and I'll talk a little bit about this instruction too, but the IOE has really offered a lot of um, opportunities for teachers to learn more about the science of reading and really dig in. Um, and so I guess I'll talk about that a little bit with instruction, but um, we are also super intentional um, in terms of our curriculum assessment instruction. We really try to look at things through a lens of a comprehension approach. comprehensive approach to literacy here at Galvo. Um and then in terms of

116curriculum or curricular resources, uh we make sure that they are aligned to the science of reading um because we know how important that is. Um in terms of assessment, like Dr. Barb said, "We have opted as soon as we could to assess in second grade and I just have seen firsthand how uh impactful that has been starting data conversations um and then actionable data that we can use with our teachers and then with our students just right away. That's been super helpful." And then in terms of instruction, like I alluded to earlier, we've had lots of opportunities to inform our instructional practices, including the DOE um science reading modules that were released a few years ago, the keys to literacy that many of our teachers have taken that course, and then as instructional coaches last

117year or the year prior offering VCS, science of reading, professional development that was very well attended. I think I talked about that last summer at the board meeting. Um, and then ongoing conversations and work with both our instructional coaches and grade level teams at the building talking about science of reading. Uh, just good reading instruction also at the district level when we meet as district grade level teams as well. We have been very intentional about regular meetings both at the grade level in the buildings and at the grade at the district in order to best grow our learners. We are constantly having conversations about what is good instruction and how our students can benefit from that. So again using that assessment piece to really drive what we are doing in terms of instruction in the

118classroom. >> Thank you. So, it's easy to make those connections between understanding the scaffolded approach that we take um to learning, especially when you're talking about I read with grades K1 and two. They contribute so much to the success that we see in third grade. It's not just that individual or that third grade year. It's everything that comes before. And you know when we think back to those first uh slides and we begin with end in mind um I'm reminded how invested our teachers and staff are in providing exposure opportunity um to our students. Um we're more than just that one successful test score. um our teachers and staff go all in with our and it doesn't matter um if it's a student in need of support or a student that's high achieving or even

119a student that's brand new that showed up the week before the test. Um they're all in um and we see this in our comprehensive approach to student success through their daily connections and interactions with kids. So we're happy to answer questions if you have any. We're thankful for the time to share a little bit about what we've been doing and where we're going. Um, yes, >> I do want to say I appreciate you uh adding some emphasis on I appreciate that mainly because of the development that goes there. sometimes other teachers are kind of not giving those same praises because we're so focused on these third grade tests um that you have to appreciate the work that is done before they even get there. And so when that foundation is set uh you see the

120value in that showing up at the third grade level. another great year of great presentation. Um it is the reason why I would say every time I get an opportunity what brought me to this community and it's absolutely amazing and the work that goes into um the classrooms before the students actually get there. We all have an opportunity to tour um the first week of school and to walk in those classrooms in those buildings. Day two. Day two. >> Yep. >> The work was happening. We weren't just, you know, coloring sheets and cute little bags and decorating cubbies. The classroom work was going on. Instruction was happening. And I was just really impressed to see that every year and it hasn't changed. So, it shows that there's consistent work that is happening behind the things.

121Um, get to show up in results like this. So, thank you. Yeah, I don't know if we necessarily get a chance all the time to see the results coming in this clearly. Um, but I appreciate you putting all this together so that anybody here, anybody watching in the future can see this is the information that I want people to know. This is what I want people to see when they see think of community schools is all the amazing results that we're getting now. We've got all these plans going forward. We've heard about all the capital improvements. Those are part of it. This is the other major part. I don't want to lose lose focus on the fact that regardless of all the other things that we do to try and make it possible. All of

122it is geared towards what happens in the classroom. That nothing else matters unless what's happening in the classroom is actually taking place. So to anybody that's out there listening to this, please take a moment to thank the teachers for everything that they're doing right now. It is not an easy profession. It's never been an easy profession and it's getting harder by the day. But when you see what everybody is doing and the amount putting into it, please look know that it is greatly appreciated. And from this board, from anybody that's that's out there listening, take that time. Not just when there's something that you want to see changed or a concern to have. When something's going well, tell the teacher. Thank you for everything you're doing. I actually made a note on my uh notepad

123saying we should clip this uh presentation and put it on the website so it's easy easy touch sorry just thought it was a good idea just to clip it but people won't watch all the right >> no they won't not for people to be able to share. >> Yes. If they can just tap in and see it and and this presentation be on the board, you know, just available for the people that way. I appreciate you saying that. There's uh a cloth of great things that are also happening instead of all right. This has been a great twohour meeting. We have some um comments. Uh any open public comments or Brian? >> Okay. I think Brian probably heard this before, but Brian, please come up to the podium to speak to the board. Please keep

124your statements three minutes or less. Discussions involving personnel, litigation, and student discipline will not be permitted. Thank you. And you probably have that memorized. >> I'm sorry it's not for you board. It's for Dr. McCall and Mr. Holfield. Um just about in relation to the recent vandalism and theft catalytic conversions from buses in Michigan City. Um what's the security situation at our bus barn and are any new plans in the works to keep our converters safe? Well, I'll tell you, uh, not only do we have fixed in lots security cameras, but we also collaborated with BPD. Uh, they had an extra presence far. >> Cool. Okay. There there are cameras going on 247. >> Correct. Great. Okay. Thanks. Thank you. [Music] Appreciate your input as always. Okay. Um, we have now Dr. >> Well, um,

125I'll tell you, we're off to a great start. School, uh, you alluded to it. Uh, the routines were found very quickly on productive learning taking place. The first days of school are always so filled with energy, excitement. students getting off the buses, they try to look cool, you know, pretend they don't care and then you follow them in and they're fighting their friends and giving hugs and uh doing all the great things that of course descri until you uh leave their days. But um first day of school just fantastic great momentum and that's really what it takes. It's a strong start in order to ride that and get the not only the results that were on flavor, but it's it's all the other things that go beyond go beyond the veil. It's it's all the

126relationships. It's the making it memorable of kids. um you know being that impactful person uh I'll say again it's is everyone inside the class and outside the classroom that makes val it's not the beautiful buildings and you know the capital projects and bus replacement plan you know the echo John is um you know those allow us to do what we do for kids is the people that make up that makes the difference. That is the secret sauce. It's everyone growing together uh on behalf of of kids. You know, if you're we're looking at the data of these standardized tests, but you know, we're also looking at participation rates in the arts, participation rates, the athletics, you know, the the is our story. You know, it's all of those things that make up what makes such

127a special place and just really proud to be a part of been part of it for a long time and I can say that the message that I received when I was a new teacher at new teacher orientation in 1999 uh what was then known as lecture hall a at the high school uh was you know being a valu teacher uh you was a lot like being ducks. You glide across the water crazy like energy put in a lot that's that's often not viewed and not seen but that's really where momentum gain and growth occurs and we've just continued to get better at but that continues to improve and play. We continue to uh attract and recruit and retain excellent people and all that a product of everybody out there, everybody in this community that

128seems to provide opportunities for us all to to impact the youth in this community. So, thank you again for your support, shared leadership. Thank you to the team today for an excellent presentation. I really enjoyed kind of the slow Monday stroll and uh and to Jared Miller to say thank you for being here on your birthday. >> Happy birthday. >> Thank you for being here. Thank you for your family. made me feel horrible. Any comments? >> Um, I do have a couple. One, I just wanted to to sort of follow up. I know there's been some discussion about communication, etc. I know Brian, you had raised the issue last time. U there's certainly been more conversations about how to go forward, some ideas about that works. Um even a recent example where we realized that

129the rescheduled board meeting place was not as prominently visible as we would have wanted it to be. Um and when it was raised that call immediately went through and posted up on to the uh district Facebook page to make sure it's easier for people to find. There's a lot of little things that we're going to try and do going forward to to get that information out faster. um it is it's not unnoticed and when people have those concerns, please bring them to to the administration. They're willing to work if they know what the problem is. Um and I think that everybody is is willing to to join us making that happen. Uh there is one other thing that I wanted to bring up late, but I wanted to be able to say that I know

130that the there's been a transition from the old version of Skyward to cumulative. I heard from a number of people across the district from parents to teachers and staff, etc. about some issues that are I wasn't sure where things were um on getting to the bottom of that. I don't know if anybody might be able to speak to, you know, there's some issues going on with with not having all the students transfer into it. There's some issues with syncing, etc. in the grade books and teachers not sure what to happen. Is there anything that we can share about what's going on? >> Yeah, I can speak to that a little bit. Um the uh the short version >> yes >> is the the window from um basically roll over which was at the end of

131June into the new system and migration registration was just a couple of weeks uh and that actually went incredibly smoothly for the most part. There are some gaps and data that the Skyward team is still continuing to work on this day that stuff will not come across. there's a there's some sort of a data package that's holding it up and keeping it from moving over. That information isn't critical to the operations, nor was it to registration or fees or food service lines or any other stuff. All that stuff was up and running uh either day one or if it was something that was attached to our textbook or canvas. It came along sometime in the first day or two as we got and yes, we did transition from Skyward SMS 2.0 is what it was

132called into cumulative. Uh the reason for doing so was uh the old version of Skyward that we were on is going to eventually be phased out. We're kind of in the uh earlier but kind of middle of a pack of schools that are transitioning. Um the biggest value for us is that it allows our third party vendors to interact more seamlessly with what's going on in Skyward. That being said, we've been setting up a lot of processes uh along the way that have been just hanging up. So one issue can snowball into about three more and then it replaced it. So we reference student names and numbers. Um the student information for new enrollments was not populating in the class roster. So that's an issue that's been resolved. Once that got in then that got

133into our third party clever programming. So we're able to roster that roster a dozen other more applications for us. But it's those little hang-ups that have caused some of those delays. And what we have in place now is the administrators of each of the buildings um are working with their instructional coaches to gather what teachers are experiencing and seeing and what's missing and secretaries are experiencing as far as the public comment part of it um and their what they're missing and that information is being bundled back up to our tech team and myself and then we are reviewing that and communicating back down as things are being addressed as as we become aware of. I mean just example at the end of last week there was a social studies book we didn't know once we

134found out it was a very short process got it up and running we didn't know that it was not connecting or speaking well so the interfacing stuff is coming along it's a one-year problem we anticipate next year will be much smoother because we will be trying to figure all these things out immediately after migrations that are there a piloting of this that happened sometimes that's were able to do that is that something that happened this time >> yeah So we we put it out um in January. We started a process of working with what they call like a training module. Um so they took all of our existing data, migrated it over into a training center and then gave all of us teachers, staff um an opportunity to get in there and work with it

135as well as a series of training videos that each teacher and staff member depending on their local security access could work through practice. um some of these things were just not evident in that migration in the practice trigger. >> I'm assuming we're we've raised some of those migration issues with the software premises. >> They are they so migration issues in particular they are actively working on a daily basis with Chris >> and how fun it is to try and roll out. I can follow him probably three or four times a day, maybe more. Don't say more. Uh and and I know that he is constantly working with them through that process. They're running it over and over and over and over again and just leaning down and trying to figure out where the snacks are.

136So yes, and we've been on the phone with them as far as some of the other issues and getting a trainer on site to help us just kind of quickly navigate some of the other bugs that we're experiencing. >> Not a fact. I don't have experience with Skyward, but I can guarantee you uh from any sort of uh transition, no one feels more pain than the team that is dealing with it. So, appreciate all the hard work. Um I will say from Skyward perspective, I love the new interface. I think it's so much easier to use and it's so much more end user friendly that I think long term like any of the users are just going to be so much more happy with it. I appreciate you saying that first your comments, your first

137comment, but but also the second part of that because I will say as I've worked with different groups around the district as they've gotten a little more into it and had maybe a month under their belt and like the secretaries who came back in July who have had opportunities to work with it, I have gotten a lot more of that commentary of like, oh, I really like how much user friendly it is. I know where to find things. It speaks to where I need to go. I can see reports and data at my fingertips. And uh so I feel like it is going to be a good change. We had a big win today for our teachers. Uh prior teacher who taught in AP and I dual credit which were all enrolled in the same

138class had to navigate three different grade books and cumulative allows us to put those all into one grade book now and that is a huge timesaver and a big win for for the teachers shared with me today. I didn't even know that they had found the filing on the access high school and it spread like wildfire. So I'm the skyward generation. So we should have done this two years ago. >> Anyone else? I I will just be sure. I do want to thank um the board for being so amazing in these last 30 days almost when I I really love the momentum that we have and how well we are all connecting. Um that genre really actually that's okay that we we hear the community as far as communication. So I will not read what

139I took time to prepare tonight because it is late and we are all ready to go home. Um but but do know that we are working um together really well and trying to determine what our next steps what does communication look like for us in the community. Um being mindful of that, thankful um for uh the group name right now. Ter, the group that is coming in so that we can make sure that we are productive in our communication, transparent in that. What does that look like for us? Um, even tools around with some ideas of town hall or social media presence. Um, just making sure that we are communicating much more effectively than we have in the past. Um, I really am grateful to be able to work with this this group and so

140what we've been able to accomplish and talk about in 30 days. Uh, man, that's just just a little glimpse of what we have in store um for the future. We want to make sure that we are present in the community um so much that um the gentleman here start. We have compounds on the first day of school. Um so we we've walked some buildings. we've been able to talk about what we've seen in those in those buildings and um showing up at the football game on on Friday night. We really want to be present in the community, a part of the community um and not just people who sit here and make decisions, but that we are absolutely involved in things that are happening. I always have said where you live, where you work, you

141should be present in the community in which you have chosen to serve. So I promise you just peace. All right. Um, meeting ajourned. Our next meeting is Wednesday, the 24th, 2025.