001Yeah, just go there. Yeah. Yeah. That's it. We're on our way to call the Board of Trustees. Please go ahead and action the meeting of order. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Sure. Christine Herschelman. Here. Herb Fleckner. Here. David Kaufman. Here. Don Laman. Here. John Payne. Brian Toffee. Here. Jess McFarland. Here. Gretchen Thomas. Here. And Scott Crum. Here. Next we have special recognition from the student senate. Recognition of visitors to public input. We'll be signed in. We'll move on to the amendments to agenda which are in front of us all. I'll accept the amendments to agenda as provided. Second. A motion from Christina, a second from you as well. Any
002questions or discussion on that? No. All those in favor say aye. Aye. All opposed, same sign. Motion carries six to zero. Next we have the second and considering consisting of the appointment to be signed. Motion from David, a second from Trevor. Any questions or discussion on consent? Hearing none, all those in favor say aye. Aye. All those opposed, say aye. Motion carries six to zero. Next we move on to finished business which is considered approval of the Beacon Athletic Training and Health Care Clinic contract. Your board package should have a copy of the Beacon Athletic Training contract update there. We're not going to do health care clinic one yet. We're working on the details of that. We have a lot of information to report. And we would recommend approval of the Beacon contract. I make
003a motion that they approve the Beacon contract. Motion from Donna, a second from Christina. Any questions on that? Your contract or is it the last one for three years? Yes. Do you have any provision of opting or getting out if situations change? I believe there is. That's what I'm trying to find I didn't have much time to really dig through but I was trying to find where that said something potentially that we would have to pay the remaining balance for the full three years or one year periods of time. It also states in that one year period of time costs. I'm concerned if some things do change like what was presented. We need to terminate this agreement review that. If the board would like to table it, we can table it and bring it back
004at any time. I would like to table it, yeah. I would like to table it, yeah. I have a lot of time. Do you have a motion to table it? I make a motion that we table this for a future meeting. I'll second. A motion from Christina, a second from David to table this motion. Any questions or discussion on that? None. All those in favor signify by saying aye. Aye. Those opposed, same time. Next we move on to action items. Consider the approval of to adopt resolution to apply in administration's actions to send proposed tax rate and money information to the authors. I would recommend that as presented. I make a motion that we table this. Second from Trevor. Any questions or discussion? Hearing none, all those in favor signify by saying aye. Aye. All
005those opposed, same time. Motion carries six zero. Next action item, consider the approval of the recognition of exceptional service stipend for the approval as presented. Coach Michael stepped up in a tremendous way this past track season when we had some changes in some staffing. So as a small token of our appreciation I recommend we move. I make a motion to approve the second and third motion from Trevor, second from Brian. Any questions or discussion? Hearing none, all those in favor signify by saying aye. Aye. Those opposed, same time. Motion carries six zero. Next item, consider the approval of the resolution to raise micro purchase threshold. I would like you to copy the micro resolution threshold. This is a result of our requirement or our grants. It's the same resolution we get to bring back next
006year as well. Provided you guys are still open and will continue to divert this question, or Annie and Jessica, you want to add to that resolution? Format link, okay. I'm going to approve the resolution to raise the micro purchase threshold. I'm Dave, second from Trevor. Any questions or discussion? Hearing none, all those in favor signify by saying aye. Aye. Those opposed, same time. Motion carries six zero. Next item, consider the approval of the sale disposal of equipment. I would like you to copy the memo authored by our robotics director. She has equipment that no one will be using in the foreseeable future. And she would like to move three weeks of space into her robotics lab. They have made this available to kids to take home as well. They made it available to our STEM
007teachers instead of taking what they thought was useful. So we would recommend approval as presented. And would you like to consider the approval of the sale or disposal of equipment? Second. Motion from Christina, a second from David. Any other questions or discussion? Hearing none, all those in favor signify by saying aye. Aye. Same time. Motion carries six zero. Next item, consider the approval of the out of state format travel request for boys and girls track team. Girls golf team to Meyer LPGA Classic and girls cheer to Anderson Cheer competition. And there's also one on the left. Motion was presented. Second. Motion moved by a second from Christina. Any questions on those? Hearing none, all those in favor signify by saying aye. Aye. All those opposed, same time. Motion carries six zero. Motion moved by a
008second from Christina. So move on to discussion information. First item is the classified statement. So in the board packet is just a draft. Highlighted some changes to some of the narrative. We've taken out under uniform to stop providing uniform. Also we've had situations where some people have gone to a sample and the event that they can't. The overtime is basically everything is just simplifying and kind of it's everything that we're already doing purposes of calculating overtime only hours worked are counted. So basically vacation or holidays don't count. It's kind of simplified with the workers competition. Again it's what we're already doing. Just to kind of basically people won't have to use their sick time when they are off due to a injury. They certainly can use their sick time but if they're off over a
009certain amount of days where they get paid from the workers compensation company they are not allowed obviously to make more than they would have. So they'll get paid sixty-six and two thirds of their wages and then they can take a sick day to supplement that. But in no event when they make more they don't have to take the days and that's basically what we're doing now with all of that. Right now the proposal is just to increase everybody a tier and then tier eight would be an increase of one percent. I think Scott and I talked about that this morning. We're looking to see if we can do more. But right now it's one percent. Other changes that defining a shift custodian under. I've also proposed adding some cafeteria positions. What we are looking at
010doing due to retirements is having one elementary manager overseeing all the schools to see if that will create some it will definitely save money. But obviously there will be some other efficiencies that we see. So for right now just due to one retirement I have the elementary manager in for two schools but went ahead and just put three schools in there in the event that the third elementary head does retire then we would have to come back. Some additional specialized instructor part time. We don't have that right now but we just put that when we have that. We do have a part time nurse right now. It's the same dollar amount as a full time nurse. We just wanted to specify that there are no benefits for that. That has to do with unpaid days
011off and that's just mirroring what we are doing for certified staff prior to the and then under transportation really the only change here is that we up this email as a whole reimbursement to $100. We bring this back following the meeting on the 22nd. Again the big piece that may change is that we are still trying to run those numbers. Obviously we want to be as fiscally responsible as possible. At the same time we want to do the best we can and try to keep up with inflation for our staff members. The changes that are coming with property taxes and losses of revenue. Making things tight but obviously we are doing all we can to continue to run a few numbers and some scenarios forward and bring that back. Last item is just a presentation
012I wanted to do for you guys kind of an end of year celebration. A couple months ago we ran across a study that was done at Ball State University where they determined value added for schools. In this research they talked about what has historically driven student outcomes and student performance. Number one factor if you want to predict how well kids are going to do on any measure whether it be graduation rate or test scores, grades, student poverty has always been that number one most important driving factor. Usually anywhere between 35 and 40 percent of any kind of test score result. Demographics also make up a large component of things that schools cannot control for. What the study also found in their research of the literature was that anywhere between 47 to 59 percent are things
013that schools can control and can to help improve student outcomes and have come down to teaching, learning support or different programs that the school can offer that can benefit students and their outcomes. And so for this particular study they utilized Indiana Department of Education data. They looked at outcomes from just the 2,025 scores. This would have been last year's results. And the purpose of the study was to try to determine what is the value added effect of different public school corporations across the state of Indiana. And again they're trying to control for factors that are beyond the control of school corporations. They used a regression model to control for these items right here which had an impact on student outcomes. But again schools have zero control on the community that they serve. And then the
014outcomes that they looked at were I-Learn passage rates for both math and ELA. Often times we look at just math passage rates and ELA passage rates. And this study they combined the two together and so we had to pass both in order to be a success. And they looked at just the two different classes of students that they served. And again it's not an all-encompassing study. They looked at only third graders passing math and ELA and eighth graders passing math and ELA. So they went from third grade, eighth grade, and then they also looked at the SAT exam and the color of the picture. So they looked at a junior year assessment as well. Key findings, well they basically reaffirmed what the literature has told us and what research over the years has told us
015is that 300-reduced lunch status on test scores. It explains around 35-40% of the variation. In essence the higher the poverty level in the school corporation, the lower the test scores. There's an inverse correlation there. But it also found that about 50% of the performance is unexplained by student demographics. That's the value added measure that they were attempting to study. They broke down the rankings into five different quintiles. So essentially if you received a one, that meant you were the top 20%. If you received a two, you're in the top 40% and then so on and so forth. So our results, and I know this is a little bit hard to see, but it highlights where we're at, which is near the top. And here we are in our region, and again this is both for
016passing math and ELA. And so again our predicted proficiency in that realm would have been 39.7% passing both based upon our student demographics. We outperformed them. We had a 56.5% last year. So this minus this gives us our value added metric of 16.8%. Very high in the area. Now oftentimes on our plan on page we talk about we want to be in the top 5% overall performance. And so I also ran this analysis against the top five highest performing districts in the state. Not the top five highest percentage of value added, but the top five percentage of overall actual proficiency. And we were fourth in that metric. But keep a close eye on this right here. I thought this was interesting. Again, these are top 5% of the schools in the state of Indiana. Look
017at our predicted proficiency. 39.7. We were among the lowest. There's only one in the school system that has a lower predicted proficiency than we had. And again our folks are pushing our kids to be in the top 5%. That's pretty remarkable. Jumping up to eighth grade, here we are in the region. We are first. Remarkable, remarkable work. Against the top five performing school districts in the state of Indiana, we are third. And again, look at our predicted proficiency. Among the lowest of those top 5% school districts. At the SAT level, there we are. I haven't pointed this out before the top quintile in every single one of these metrics. And then against the top 5% of schools in the state, again we get sixth overall. And that's pretty remarkable. I even took the average of
018each one of those grade levels. Again, this is third grade checkpoint, eighth grade checkpoint, and the SAT. Here we are with an average of 14.9 overall first. Which is where we are at. Against the top 5% of the schools in the state of Indiana, we still got some more to do. But we're third. Again, pretty remarkable. Again, why does it matter? Well again, always reflecting on our core values. You know, we are student focused and we have that commitment to the pursuit of excellence. And so, you know, often times we talk, kids are way more than a test score, and that's 100% correct. All kids are way more valuable than one test score, whatever indicate. But, as educators, it is important that we get objective measures of student learning. Right? We have that intended curriculum.
019It's not just intended curriculum, it's we want to make sure it's a learned curriculum for our kids. And those assessments indicate how well our kids are doing on the learned curriculum. We talk a lot of times about hiring passivities. You know, the study didn't measure hiring, but we spent a lot of time focused on hiring passivities. Well, it's not because we're focused on the test itself. We can care less about hiring quite frankly, yet. But it's about kids having the ability to read. And when they leave the third grade level, it is so critical that all kids, regardless of their exceptionalities, have the ability to dive into curriculum, dive into reading, and know what they can understand what they just read. We obviously have plenty of research and data that indicate that kids who can't
020read after they leave third grade, and what their future prospects look for them, both in academics and beyond school. And at the SAT level, again, you hear this a lot. Well, not all kids are college material, and that's fine. That's 100% true. But what we don't want to do, as a school system, is to make that decision for kids. We want to provide kids as many options and opportunities as possible. And so, why wouldn't we want every single kid to meet that college level prevention mark on the SAT? Whether they go to another college or not, we don't want our curriculum, we don't want our instruction to be that determining factor. We can get more and more kids who are prepared for college via the SAT. Again, we've done our job, and those families and
021those children can make the decision. So, next steps? Well, the beauty of this is, next steps are continuing what we are doing. Our team and the data can substantiate that. It's just performing at an absolute, elite level of performance. Our teachers, our administrators, our coaches, instructional coaches, and so, it just comes down to refining what we are already doing. Refining that curriculum to make sure it's in alignment with what the correction does or what the sermon can make sure. It's in alignment with what the state of Indiana requires us to do. Continue to focus in on that effective instruction. Right now, we're in the process of modifying and improving our teacher evaluation system to make sure it's in total alignment with what the science of reading tells us and what other new strategies that have
022been brought in the fray are telling us. Utilizing that data-wise process, and again, we're working to build up our instructional coaches so that we have that job and professional development. Again, at the end of the day, it's about continuing to push all kids, regardless of their demographics, to their highest potential and highest level. I thought I'd share that with you guys. A nice little celebration at the end of the school year. Again, just more affirmation that we just have an elite level team that's providing great outcomes for grandmas and students. Happy to answer any questions you guys may have. We opened up a map and my wife and I didn't have kids, and we decided that we would stay here because of the rankings at Walker-Russo that we could probably really make a difference. That
023would give our kids a better chance. I think that we, as a community, probably take that a little bit for granted and make them know exactly where we rank and how well our teacher is. In other words, we're at the school, but we're at the school. We've talked before about marketing a little bit. I think that's the marketing right there. If I had a chance and I was like, oh, 10 minutes this way or 10 minutes that way, there'd be no choice. That's where my kids would go. I think that's volume to me. It's a great job. I think that's something that maybe we should explore. The only reason why our classrooms would be going down is that that is stellar. Yeah, I think one thing, too, to add to that, I love how you
024pointed out the predicted proficiency score against the top schools in the state. We're right up there, but we even have more hurdles to get over based on what their study finds and the fact that we're doing that is really impressive. It's a good reminder of the schools that we're being compared to. Our folks are working really hard. Thank you. Both those comments, you know, to respond to both of them. Again, I'd encourage you to take a look at those tables that we provided for you. There's a lot of systems in there that, you know, people perceive as these are great schools. But when you dive into the data, they're performing what their student population would predict them to perform. And that's what's remarkable about Bonnie and our staff and our team is, you know, we're
025not just sitting back and saying, hey, we've got great kids. We're going to get good data. We continue to push the needle forward. Because it's about kids. And it's about ensuring that every kid that we won't be satisfied until every single kid is reaching their maximum potential. And so again, that's, I think, kudos to our team on that. And to your point on marketing, I'm sure we're going to get tens of tens of views out there tonight on this one. And it may replay, it may even go viral. It may even reach 50 at some point in time. But we've got to do our job more fully in that task. That's not my area of strength. We shared this with our staff. That was feedback for them as well. I was like, man, we're doing
026great. And there are too many people that, you know, for whatever reason are choosing other options. And they should. If they live here, they reside here, they should be sitting there getting to you guys. And that is all we have this evening. Thank you.