001emails. He was even texting on You know me primary teacher forever. All right. Oh, really? >> Wow. >> Yes. stand. Please join me in a moment of silence to the flag of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Good evening. Thank you. >> Dr. President, >> Mrs. Barnes, Griffin, >> Mr. Heater is absent. Uh, Mr. Urban >> present. >> Mr. Low, >> present. >> Okay, we have a quorum. Um, at this point, uh, Mr. Grim. Uh good evening, President Williams, members of the board, cabinet, and guests. I appreciate uh the opportunity to share a few highlights and updates from around the district uh this evening in the administrative report. Um this week we've kicked off or this week and a little
002bit of last week kicked off Black History Month. Um Black History Month concerts this week on Friday, uh February 13th, we have one at 10 and two at North Side if anyone's interested in attending. Those are open to the public. And then uh next Friday on the 20th, we have another set at 10 and 2 at Southside. So if you'd like to come and join Mr. Williams in the festivities, those have been excellent the last several years. So I would would invite you to those. Um we've had a very busy time in band and choir over the last couple weeks. uh solo and ensemble for our musicians were a couple weeks ago at Yorktown. Happy to report that every instrumental performer from North Side, Southside, and Central received a gold rating. Uh and Central will
003be competing uh at the state on February 28th. And this past weekend, we had choir. Uh that event was hosted at Southside. North Side received six gold medals and three silver medals. Uh, Central received seven gold solo medals and 54 students received a uh, gold ensemble medal and all of Central students will then compete at the state competition on February 21st. We wrapped up our boys wrestler wrestling season at the regional this past Saturday and also finished our girls swimming uh, sectionals this past weekend. Uh, so we're kind of winding down winter sports. Uh we have boys swimming sectionals coming up February 19th to the 21st and then boys basketball sectionals in March. We kicked off the uh Black History Month with a great weekend at Minatrista over the weekend. Uh we recognized several members
004of the uh student body for their winning Black History Month essays. Uh we had another great showing from our students. Nariah Osborne from Miss Brimberry's class at Longfellow won second in the elementary division. Gianna Williams from Mr. Boy's class at Northside won second in the middle school division. And Michaela Gibson from Miss Leky's class uh won first place in the high school division. It was actually the second year in a row Michaela has won that contest and I believe she is gonna uh come and read her essay at the next board meeting on February 24th. So, it was a great essay. So, we're really looking forward to Michaela coming. She's very proud. Uh she's got her set sight set on winning this all four years uh in that event. So, and then uh finally, we
005have our Black History Month can food drive going on in our schools. Uh all these donations go to our school pantries um and the soup kitchen of Munie gets some of those as well. So, those are some of the exciting things going around uh the district. >> Thank you, Mr. Grim. Any questions for Mr. Grim? No. No question. Okay. Uh Gryom Elementary, you're up. >> Welcome. >> Good evening, Mr. Williams, Dr. Bell, Mr. Grim, and members of the board. Happy February, almost Valentine's Day. My name is um Britney Charles and I am the proud principal of Gryom Elementary School. Uh so tonight I have brought some awesome staff with me. They're going to share a little bit about some great things that are happening at Gryom this year. So just to introduce everybody, we've got
006Jason Bolock. He is our assistant principal. Natalie Gity is our master teacher. Sierra Watson and Brianna Prior are our behavior coaches. Bri is a proud product of Muny Community Schools. And we have Tina Armstrong and Laura Drum here. Gina Bieber is actually a class tonight. So I'm going to fill in for her on her part and they are a part of our resource team at Grisa. So this is just a general overview of the breakdown of the number of sections we have. teaching staff, number of students at Gryom, not much has changed in this um from this year as uh compared to last year. What you will see that has changed that we are really proud of are some of our school goals. So, back when we started with the SIG grant, Gryom was at
007about an 86% attendance rate. We have continued to maintain our attendance. Right now we're at about 92%. So we're almost through cold and flu season. So we're really proud of that percentage. So still have an attendance increase, a decrease in suspensions, a 10% increase in the summit of ELA and math I learned and I read three. We are so proud that um our goal this year um for our first round is going to be an 82% pass on that I read three assessment which is an impressive jump from where we were at at this time last year. So Gryom is pretty proud of a couple of awards that we received. one we received in May of last year and that was at the Indiana Department of Education designated Gryom as a familyfriendly school. So, what
008makes this award um one that I'm personally proud of is that the parents of Gryom and the staff had a say in an anonymous survey where they rated different categories about our school and how we welcome them and involved them in activities and allow them to be a partner in their child's school experience. um and how we include families and events and represent different backgrounds and and culture. So, we're pretty proud that our school is a familyfriendly school. And then we were recognized in August at a state school board meeting for having um one of the highest jumps in the state on the I read three um assessment and I think we're at about a 35% increase um in that. So that's huge to go from about like a 42% passing rate to where we
009were at last year. So we're pretty proud of both of those designations and that Gryom was able to be recognized at the state level again for this um school year. So I'm going to turn it over to um Mr. Bullock and he is going to share a little bit with you about what we have done this year from a behavior student. >> Good evening everyone. So glad to be here. Um, as what was mentioned earlier from um, Miss Charles, one of our goals was to decrease um, our OSS from last school year to this school year by 20%. Um, and so some of the things that we really focused on this school year was really looking at our MTSS process and making sure that we are really being targeted in our intervention groups, helping students
010obtain the skills that they need to be successful in the classroom academically. um utilizing that I Ready and that Dibbles data um to drive that instruction within our intervention groups. We have also been very purposeful in our parent communication across the board um to weekly newsletters um having active PTO meetings um and growing our PTO has been one of the big things that we've been trying to do um as well. We do preventative conferences. If we notice that a student might be upticking in behavior, we make some phone calls, see if they want to come in, have a conference, see if there's any supports or anything that they may need to help support that child within the classroom setting. Um, we also utilize positive office referrals. Uh, so teachers can nominate students that are doing
011a great job or have seen a change in their behavior and doing some amazing things. Um, they present an positive office referral and it's announced on the announcements. Um, and we call home to talk about the great things that their child is doing. Um, we also do student of the month. So, the student of the month process um is our school counselor leads that and um teachers nominate students for each month based off of a a monthly target or monthly um characteristic and they get nominated and recognized monthly. And then we also revamped PBIS this year. That was one of our biggest initiatives leaving last school year and going into this school year. um where we're utilizing a system uh called AstroBucks where we give students uh it's a token economy across the whole building
012where they are um given dollars or astro bucks to then purchase things at the end of the month through the Astro store where we have a lot of great prizes and different things that students are really motivated by. Um and we utilize a star system across the entire building. So it's consistent messaging across all classrooms on positive behaviors. Um and they have daily, weekly, monthly incentives and uh whole school middle ofear um behavior incentive as well. So a lot of these things have been proactive um pieces that we've really tried to implement. And to talk about some of those proactive things a little bit more, I'm going to pass it over to one of our behavior coaches, Miss Sierra, to talk about that. >> Hello everyone. >> So my part of our proactive interventions will
013be about more of like family and connections. Uh, so the first one is going to be our one-on-one with our case load students. Uh, Miss Bri and I each have about seven students right now that we work one-on-one with. We take walkie calls for them. Uh, we take data on them. We interact with them and their teacher. Just trying to make sure that they enjoy being in their classroom, enjoy being at school. Just really building a connection with them. Sometimes we'll sit with them, they can eat lunch with us, just anything that they prefer. and then making behavior support plans for them. Uh we sit down in their classroom and kind of observe them for I would say about two weeks and put together a bunch of data and we go over that with Abigail
014Dale and make a behavior plan for them to put in place and then we'll sit down with their teacher and explain everything to them. Make sure that they're comfortable if they have any questions and then we let the teacher use it. uh we can go back in and make sure that it's appropriately being used or that it's actually helping the student. If it's not, we can change anything. We can add stuff. Uh we can even end the plan completely if they don't need it anymore. So, uh oh, one more slide. >> Um they can we can sit down and ask them like what they would like to see. Uh if we do any of the token boards that they can earn throughout the day, they can have a say in like the theme, how many
015they want, just kind of personalizing it to them. Yes. >> Um and then our new tracking form, we were just kind of documenting all of our walkie calls and regulation room data on just a normal Excel spreadsheet. I'm sorry. Um but we switched it to a Google form that the teachers fill out when they make a walkie call. It's made it a lot easier for us to collect data, put it together for meetings, um, put it together for Miss Charles and Mr. Block if they need it at just very easily. Um, it's also we've gotten a lot of positives from the teachers as well for it. It's super fast for them to put it in. It's just about I think 10 things that they have to click and then uh I also made a QR
016code for them so that they can >> blow that up just a little bit. um if a student engages in anything like aggress aggress aggressive behaviors, I'm sorry, like punching, kicking, knocking things over um or disruption of the learning environment and then um running out a little bit. >> So, how long are they? Um, it kind of just depends on the situation, but the teacher would walkie or like call for us and use one of our codes and then we would come assist them. We'll remove the student if need be and then we'll try to reintegrate them into the classroom. Um, the data that I have on the slide, the pie charts is just kind of what the Google form breaks it down for us. This is not all of it. This is just what
017I could fit into my slide for you guys. Um, but this is just the pie charts of the teacher name is the top one. The bottom one is the location of the incident or the behavior. I think the blue is classroom. So most of our walkie calls come from the classroom. Um and then the other one with all the lines. That one is the behavior. So that breaks it down into which behavior we see the most, which behavior we see the least. And then the other picture at the top is just what the top part of the form looks like. It's not all of it because again I could not fit it all in there. Um, but that's just kind of an overview of what it looks like when the teacher goes to scan the
018QR code. That's what's going to come up. >> What's the behavior you see the most? >> I'm sorry, I couldn't hear. >> What is the behavior you see the most? >> Uh, I would see I would say disruption and non-compliant. Defiance and non-compliant. Oh my gosh. Disruption. I'm so sorry. >> Then so that's the bar on the bar graph that's the furthest out to the right. >> Yes, that one. Well, the the one that her cursor is on, that's a lot. So that would be running out and then the very top one is non-compiance. So the defiance >> So you're treat you're working with about seven students. Did I hear that correctly? >> We work with pretty much the all of the students in the building, but the seven students are the the kids that
019we see need the most assistance. Uh and that we know we can kind of deescalate them and get them calmed down with a plan and have that put in place, especially because it helps the teacher, too. So your enrollment at Gryom is 400 470 >> 470 individual students. How many have you had contact with if you know the answer? >> I unfortunately do not I mean I've I've worked at Gryom before. This will be my third year. So it's >> I didn't Yeah, just within one year I meant >> Yeah. Um >> so do you have you have >> I don't have a definite amount. I'm sorry. >> Oh no, that's all right. >> Okay. And how many how many contacts overall have you had this year? >> I'm just trying to get a sense
020of how many calls you've received. >> Call rate like you get closer to break the walk up a little bit. So those average >> when you say walkie call spell that for me. >> Like a walkie-talkie call. >> Oh, okay. Sorry, I should have been more specific about that. >> So then you get a call and how many people work with you on this? Two or three? >> Uh well, there's >> Bri and I and then we also have others on the student support team that can answer the walkie calls as well if we are busy or with a student. >> Okay. And you've got what you characterized I think as seven pretty chronic. >> Yes. So far we can add more through throughout the year. Um but so far we just have seven right
021now each >> which is a good thing. >> Yeah. No. >> So that's relatively minuscule going compared to the enrollment. >> Yes. And most of them that we have on our case load so far have decreased in behaviors and they are able to maintain a full school day just in their classroom positively. >> So have you had I'm assuming you have had then based on that statement you've had students who've passed out and passed out of your program. >> Yes. I actually have a fourth grader that um he no longer needs any of his stuff and he does really well with his teacher and he checks in with us on his grades and >> Okay, good. gets prizes if he does if he keeps his grades up. >> Good. >> I'm gonna pass it on
022to Miss Bri. >> Hi, Bri. >> Hi, everyone. Um, so my part I'm going to talk about uh three of the main things we've hit pretty hard, which is the incentives. Teacher mentoring is what we do that is new this year and scheduled breaks. So, for incentives, as Mr. Bulock said, we have the Astro store. Um, students can earn Astro books. the den the nomination is one fives and tens based on their school expectations. So if you're caught doing a good act or walking ice in the hallway, you can get an Astro book. Um it happens we shop once a month at the very end of the month. Um we like to take a poll to students to see what they like so we can get new stuff rotating in and out the store. Um
023but yeah, they can shop from there and it's a good little incentive and a good congratulations. Keep up the good work at the end of the year. Well, not year, month for them. Um, a new thing that Sier and I started with the teachers to uh build teacher momentum and just a positive atmosphere for them is teacher of the week. So we'll discuss um at the end of the week or beginning of the week um we'll pick two student two teachers who have shown gruesome pride pretty much they've been active in their classrooms using the try three methods for us very much communicating and just doing everything that they need to do and then they will get a certificate with their name on it a little blurp on the back about how they've been amazing
024for the last week and then they'll get um a little astronaut pen because you know Astros super cool and they will get a 20 minute break pass where we go to their classroom and it can be during recess or it can be during their lunch with the classroom where we'll watch their class for them so they can just take a relaxing break and then they'll be able to come back. Um and then we have student punch cards. We do this mainly with our 717 kiddos that we have. Uh the punch card is basically you keep your two out of three PBS stars or more, you get a whole punch. Once you get the 10 hole punches, you get your prize that you asked for. And it's just a good way to keep them on track
025behaviorally. Um, teacher three >> h three >> try three. We're getting that for teacher mentoring. So for teacher mentoring, uh, it starts with an initial meeting where we are focusing on teachers who may need the extra support throughout the school year or just throughout the week. So some of our heavy hitters that we have that we've mentioned. Um, so we'll schedule a meeting with them. We'll ask them if how it's going in the classroom, what behaviors they're seeing, and what we can do to assist them and like even if it's do you need help rearranging your room? Do we need to go over the uh behavior school plan again? So, we'll do that. And then we looped our master teacher Natalie in because our biggest focus was that we never ran a classroom as a
026behavior coach. We never ran a classroom. We are never in control of 18 students at a time. So it would be easier for her to be like, okay, this is how we see it in the classroom. This might work better in this. So just a lot of support staff collaborating with teachers to try to build the best atmosphere for the child. So we'll do that. And then like I said, we'll utilize the calm down corner that's in the room. Um, uh, specific DSPs, we hand write them per student at Sierra mentioned. And then just organization desk placement if they need to be in an island by themselves or if they can be with class like classmates at a smaller group table just whatever helps out better. And then the try try three method was uh
027we have a try three method. It's a piece of paper and we call it try three before me. So it's try three of these things on the list before you walkie call. So as a requirement they have to do the calm down corner. Calm down corner is just a spot in your classroom that's quiet away from foot traffic that has like fidgets or books or just something they can do to try to self-regulate before you we naturally put them out of the learning environment. So uh they have that you can utilize pivotal praise planned ignoring all this like it's a list of probably like 20 tips that you can use and the thing is you have to try five minutes of each with a five minute rest period in between before we can make a
028walkie call because we want to keep them in the classroom instead of always pulling them out the classroom. And if you need help with assistance you can walkie for us to come and help you utilize it just so we can focus on keeping them in for instructional time. So that's our try three method. And the last thing we're going to talk about is scheduled breaks. So scheduled breaks is usually we have roughly 20 kids I would say on a scheduled break. AM and PM. They come down at a designated time throughout the day. Come down for only 10 minutes just to reset, check in with us, mood checks, if you need anything, we got you. And then they go back to class. And if they need an additional break, they can take an additional break
029in their classroom at their teacher's discretion, which is the earn break point. Earn breaks are usually just if you're following the teacher's rules, expectations, uh pretty much whatever the teacher asks you to do, you can earn an additional break in the classroom in the calm down door corner for about 10 minutes. And then a reset break. Uh reset break happens if we are disregulated and we cannot regulate back in the classroom. Then they would fill out a uh regulation pass that has the try three method methods on it and then they would come down and they would take a break with us for about 10 minutes. We will help them reset and regulate and then we will push back into the class with them and we would stay in the classroom for five minutes with
030them and then transition out. So that's pretty much all of our proactive interventions that we have. So I wanted to also share just some of our current data to kind of show it showcase where the rubber meets the road on where we are at utilizing these proactive strategies and interventions and with our awesome team um at Gryom and so when we talked about at the very beginning one of our goals was decreasing OSS by 20%. Last year at the end of the year we had about 144 out of school suspensions. Um and at the end of January last year we currently had 83 suspensions at the end of uh January 2025. At the end of January 2026 we had only uh had 50 OSS um situations for students to be out of the school. So,
031we've decreased that year-to-year 33 OSS um incidents over the course of that year. And you can also tell from the graph here on the um on the right that this is a decrease in overall incidents um AC across the different months. And so the green is the current year um and the orange is from last year. And you can see how our trend for that data is also decreasing. Um and so last year as of as for the whole school year of 2425 we had 447 total incidents and at the end of January this year we were at 237 um total incidents by the end of January. So, we're on track to be um smaller than both of those numbers by the end of the school year. Um based off of the great work and
032the proactive strategies that we're utilizing to really support students and support the whole child, not just one part of them. We're wanting to really focus on the whole child to make sure that they have the skills, they have the tools that they can be successful in the classroom and our teachers feel supported on a daily basis. >> So, how do we characterize an incident? What's an incident defined as? >> Great question. So, an incident is um anytime that there is a situation where um maybe a walkie call has happened or um maybe there's an aggressive situation or a disrespectful or disruptive situation that the classroom teacher um has has reported to us. We usually once we find out some more information, we do some investigating about how it's happened. We usually go back and ask
033that teacher, can you put an incident form into Power of School to just to document the behavior? And we when those referrals go into our system, those incident referrals, there's always a a consequence tagged to those of some some way, shape, or form based off of the situation that that transpired. >> So that is form driven by the teacher. >> Yes. So after at once that student is out of the the classroom or taking a break, depending on the situation, we have them go back in and put in an incident or uh myself or Miss Charles will type up the incident as well. Any other questions? Okay, I'm gonna pass it off to Miss Gary to talk about our common formative assessments. >> All right, so we have implemented something called the common formative assessments
034this year and drive to helping our iLearn performance scores. These common formative assessments are given weekly to our third, fourth, and fifth grade classrooms and they um align with the checkpoints that are given. So right now we are starting on focusing on checkpoint three with iLearn. Um this is year two of iLearn checkpoints. So I think the whole state as a whole has kind of seen how they want to take that data and drive it within their classrooms. And so one thing that we have implemented is each week they are given an ELA so a reading um quiz and then a math quiz. And they are four questions. These are just a small screenshot snippet of the standard. Um, but it has been a great tool for our 3,45 teachers because it also lets them
035know within that standard where there are misconceptions, where there needs to be some reteing or even what are my students doing really well at within that standard. Um, it's also the questions are uh given from the item specifications at proficiency. So these are question types that they would see on iLearn if they were at grade level. It's also a nice tool because it gives them exposure to the different style of questions that they will see on that test as well. Um so we give it to them on Friday. Every Wednesday they meet with me. We go look over their data. We go question by question for each classroom. They talk about the performance. We see if we can right away see if there's misconceptions. So then we also create a game plan for them to
036be reteing that during their small group instruction time. Um we have been really proud of our students in the way of within that standard we've seen an increase in their performance this year as well. Um and we use those checkpoints um to really hopefully get us on track with our school goal of increasing our performance with the ilearn summitive assessment. So, what do those what does the graph and percentages at the bottom explain what those mean? >> Um, I keep a digital spreadsheet of how each teacher performs within the standard. So, this is a screenshot of a third grade um CFA report. And so, I have the standard and then I have the percent for each teacher. Um, and what's really neat about this is like you could see within the standard like this classroom,
03716% of them got it correct, but then 63% got it correct within the same standard, but it's just a different set of questions. That helps us hone in on where that misconception is within that standard for I have this like for every single one they have. So then we can see the growth or if there's >> okay so and I know I discussed this with Dr. Reynolds, but the common formative is new. Correct. Um, what about I read? Where are you guys on I read? >> Yeah. So, for i3, we have amazing intervention teachers. And if the students performed at a red or yellow within um second and third grade, they are getting intervention time every single one of them for second and third grade. Um and then we also for our second grade classrooms
038we have them getting instruction differentiated with youthly um which is a phonics based uh instruction curriculum and that has we've seen a big growth in our second graders. So we're really really looking forward to seeing the results with ivory 3 with our second grade class of wanting to reach that 50% pass rate with them. Did you um I'm assuming you had a middle of the year assessment on I read >> uh with I read I read. >> So we don't have an I read I read three middle of the year assessment. >> So do we have a sense of where we are on reading? >> Yeah, we feel really good about where they're at. The fluency and the phonics instruction of our second and third graders. We feel really good with where we're at. The
039intervention plan that we started this year, we did not start until March of last year. Okay. So we started and we started intervention two weeks earlier this year than what we were able to started the previous year. So we're we're pretty hopeful for i3 for the first round especially in our second graders because we really have been intentional in second grade this year. Um and wanting to get as many of those second graders to pass so that it doesn't become a third grade situation that retention >> right to that as much as possible. >> Yeah. And I think, you know, obviously from the perspective of MCS and and building for the future, as many folks we can have read reading a grade level, and I'm not it's not that I'm disinterested in this. I am
040interested, but I I want that other piece pretty firmly in place. And and obviously this and I assume the common formative was prescribed by the state, right? >> So Mr. Block actually put those together. >> Okay. Okay. So, that's something that we developed internally. >> Okay. And how do our teachers feel about it? >> Um I think that they've seen like the growth within the standard. So they their buy in has been a lot more. At first I think they were like, "Oh, it's another thing to give our kids another quiz." But like I said, it's only four questions for each. So it's just a very quick assessment that is done. And so what is the um attitude of the students as we you know get into February and we've got all this going on
041or how are they doing? I will say I feel like the one the formative assessments as we get closer to the checkpoints the interest of the students decreases but like I said when we since I have those intentional planning meetings with them every Wednesday and those teachers are giving that time of reteing it's kind of made the students buy into their uh performance as well instead of performance. >> Yeah. And I I really am just curious about taking, you know, the barometer of of where your students are. Are are they having a good year overall, do you think? Uh I mean, I've heard good stuff about behavior, but you're in the building. Kind of give me your 30,000 foot view of where they are. >> Yeah. I think that when when thinking about when we
042first started the CFAs or the first round, I think students were really um really kind of struggled with the concept of of doing the one more thing. But the more that we talk to the teachers about the importance of it and how to drive that instruction and like teachers have had conversations with students about like this is going to help me so that I can help you more. So really talking to them about like taking things seriously really thinking about honing in on that specific standard has really helped some of the the tone and the tamber that teachers have around this type of assessment with the students. and the students. I feel like we don't really have many behavior situations that arise when students are taking CFAs. Um they've gotten into the routine of it
043and they they do the assessment and then the teachers utilize that data to then drive their instruction moving forward in the next. >> Okay. Is there anything you need from us >> for for something for for >> this reading anything? I'm I'm cutting you off but >> I mean I don't I don't think so at like as of as of right now. I will say too, the standards that I have utilized, I I felt I when I design and map out for the checkpoints, I tie it back to the blueprints that the DOE has released and look at the app proficiency pieces within the item specifications and some even the some of the like the reading foundational standards for third grade. Those are some really big ones that that third grade teachers really also dig
044into a little bit more because those are also standards that they will see on iAre. Um, and that really helps to inform teachers on how to target those skills. >> Thank you. >> Yeah. >> Hi. >> Hello. >> Hi. >> I'm Tina Armstrong. I'm part of the resource team at Grisa. Um, Gina Bieber is the one that put together our slides. Okay. Laura Drum is another part of our team. and we're here to tell you a little bit about what's going on at Gryom. Okay. Um I'm gonna let Miss Charles kind of explain a little bit about trackers and data because that is Miss Beaver's um a definite strength for her. >> Yeah. So we everything that we do at Gryom um is driven based on data. Nothing is based on feelings or I think
045I wonder. It's definitely all based on data. So we know that those that we see in the resource room. Sometimes we see them because they have academic deficits that need to be met, but sometimes they have social and behavioral um deficits that we're trying to build. So, what we do is if we have a kiddo, and Gina is phenomenal at this. If we have a kiddo that has minutes in their IEP for behavior support services, she creates a behavior tracker for that kiddo. But that's separate from what Bri and Sierra do because these kiddos have individualized IEPs and we can progress, monitor their progress. So Gina creates these trackers. Um we push them out to classroom teachers. We meet with them and then we track data on kiddos over time. And so I keep telling
046these ladies are going to start working themselves out of a job because they've done such an awesome job this year both with behavior and academics through their data collection of showing that with targeted supports and interventions and collecting data and sticking to the plans. Our kiddos have shown a lot of growth and we have been able to reduce minutes and IEPs both for behavior and academics and Gina definitely is the charge from the behavioral side of things with all of our resources. >> Okay. Um and I'm new to the district this year. I am a 23-year veteran special education teacher. Um but I am new to the district and new to Gryom. So, I am the teacher of record for grades 2 through four um the resource students because we also do have the applied
047skills in our building and I want to thank thank you guys for giving me this opportunity to speak. I never talk to a school board. Um but so we also have another uh slide that has more data and growth when it comes to academics and Miss Charles is going to talk about that one too in just a minute. But um we have a team of um three teachers and two instructional assistants that cover all of our academic behavior, social emotional IEPs. Um besides just working with those students, we do work with students through an inclusion setting as well. And Mr. Drum will talk to you about that. So although we each have our respective grade levels where we conduct many visible and invisible duties, one important aspect of being part of the resource team is
048that we do more than work within our assigned grades. We also support and teach students across multiple grade levels impacting students progress throughout the entire school. In addition to our everyday special education teacher duties, each of us brings unique strengths and enhance our team and better support our students. We ensure that compliance and highquality instruction are happening at the same time through direct instruction in our pullout groups and through inclusion. We are not isolated to one room or one grade level. I feel that I have personally been able to introduce some strategies that were new to Gryom and I've seen those strategies contribute to the increased academic growth for our students. Um like we said, Miss B. Regina, she is is really good. Um we all have our own strengths. She has her what is
049it? Her >> ABA and um she's going to school for transfer teaching. So she is one piece. I think I bring in one piece that I've had for a long time and then Mrs. Drum has the inclusion piece. We do not just work with each other. We work with all the staff. Um we work with our behavior coaches. We work with our master teacher, our admin, our specialist teachers. Um so all GRIM students are our students. Um and if I would have known I had a lot more time to talk, I would have prepared a lot more. So, I do want to before I turn it over to Laura, I want to invite you guys if you have questions or want to see anything. I I open my classroom to anybody who wants to come
050by and see. Um, I did pick one video that is on the other slide. Um, we have started you it won't it will not play on this, but I'm hoping that you guys can access it outside of here. Um, we have started just making some dummy videos. I don't want to say dummy videos, but we use the adults. Yeah. Instructional videos to show the strategies that we use so that if we have turnover in an instructional assistance, we have those that they can go back and watch too because sometimes our instructional assistants have to use the strategies that we use. And I'm very much a teach through all modalities of learning type of teacher and I need to see it. I need to do it. And so having the videos um the reason we decided
051to do a video um Miss Heidi, Mrs. White is awesome. She um one day was walking around our school and she had come into our classroom when I was teaching a second grade group. She sat down and then afterwards she was talking about how it was very intentional and it was very individualized the lesson that she was seeing because not all the kids had um high frequency words. And then she even text messaged my my admin, you know, say it was a great job. So this is just a little snippet of something, one of the strategies that we've kind of been doing at Gryom. So I'm gonna let Laura Well, and many of you know, um, I've been at Gryom for many years. Um, when I first started as a resource teacher, I was the
052only resource teacher. Um, and it's Griston's truly where my heart is. So um but as student needs have grown um our resource team has grown as well and we are fortunate now to have three resource teachers. This year I feel that we have an exceptional resource team. Um the three of us work closely together with our two instructional assistants to support a large diverse case load. We collaborate daily which allows us to meet the um needs uh efficiently and effectively of each of our students. While we continue uh to provide traditional pull out services um in small groupoup instruction as the typical resource model is. We also are strong advocates of pushin support. support allows us the resource team to work alongside students in the general ed classroom um during tier one instruction and this
053increases the students access to the grade level curriculum which helps to ensure and we also help to ensure that any accommodation or modifications that have been written into their IEPs are implemented in real time in the classroom and not after instruction. So, push and support also promotes inclusion and reduces a stigma that is sometimes associated with being pulled out for special education services. Additionally, pushin support has been shown to reduce educational gaps and may decrease the need for more intensive supports in the future. So, that's our hope. Um our team meets weekly to review student needs and um in many discussions Tina would have the the older kiddos. Um they have often said how beneficial it would be to offer more or increase pushin time into the classrooms. However, with a tight schedule and limited
054staff, um sometimes that's just not possible. But for this reason and looking forward to next school year, we are hopeful that our resource um team will maintain the three resource teachers and two instructional assistants as it's critical to the meet the growing needs of all of our students. >> Thank you. >> Okay, so I'm gonna come up and put my data coach hat back on. If you slide back to the previous slide for me. Oh, the one that has the academic data on it for me. Yep. You're gonna go the other way for me. Keep going. >> Y >> Okay. So, we give a dibbles assessment three times a year at the beginning of the year, the middle of the year, and the end of the year. And our goal this year at Gryom was
055one initiative from a behavior standpoint to see more proactive interventions, but two we wanted to strengthen our resource team and what our kiddos were doing in resource because we know that the goal as Mr. Williams has said is that all of our children in MCS are functional readers. And that is regardless if they have or do not have an IEP. So, um, we have worked really hard. We've met weekly. We've tracked data. These ladies have worked their tails off. And so middle of the year I said, "Okay, my intervention teachers made me a spreadsheet from BOI to MOI with growth. Can you ladies do the same thing for me?" And they did. And so these graphs um are the results of really of all of their hard work. So you'll see on the left hand
056side is the average um of all three teachers of the students that are on their case loads at the beginning of the year versus the middle of the year. And then the graph on the right shows the average point of growth for the students on their case list. So Mrs. Beaver sees um fifth graders. Um you have second, third, fourth, and then Mrs. Drum has the littles, but we share kids across the board just because some of the grade levels um there are a higher number of kiddos in those grade levels. And then the light green is just the average related growth that we should expect to see um for students at that particular level. So they've really knocked it out of the park. I keep saying that eventually we probably aren't going to need
057a big resource team, but for now we're thankful that it was prioritized last year and we wanted you guys know as a school board that your investment in adding a third resource teacher um and a second behavior coach through SIG really has paid off at Grisa. So can switch to the last slide. I know I'm over my 10-minute average and I just I like to be >> just a sec. Could you blow that up for me? >> Yeah. >> Trouble seeing it. >> Um so the growth there and the graph is by teacher. Correct. So >> by resource teacher. Yes. >> By resource teacher. >> Yes. And so these are kiddos that have grown. Even though they've been identified as having a learning disability in reading, they still have grown. So, um, typical growth, what
058we say is good growth from DOI to MOI between like 40 and 50 points. So, when you average the kiddos on their case load, they've made really great growth so far this year. >> Okay. And then over to the side, the bar graph, the average growth versus the relative growth. Explain to me again the relative. >> So, the average growth is the is the average growth per like student that's in resource. Okay. And remind me of how many students each of these teachers have. >> So I have 26 on my case load. Um Gina has 23 or four >> and Laura has 23. Mhm. And >> okay, >> so what's really neat with um with Gryom is like when we go to teach the fourth grade group or the fifth grade group, we are able
059to individualize even more within that grade level. So we look at skills, we look at our data, and then we we come up with small groups within our resource room because it takes three teachers to teach 25 fifth graders at one time or, you know, 13 fourth graders. And so then we're able to really hone in on those skills. >> Okay. >> Well, this is this is pretty impressive. >> And so thank you. I mean, I think that's >> um that's pretty remarkable growth. >> We had one fourth grader. I just I know my time's up, but we had one fourth grader and we all work with her, but I think she grew like almost 90 points >> from the beginning to the middle of the year and just found that phenomenal. >> Yeah. Well,
060I mean, I know M. Charles was optimistic, but I don't see the need for this changing, frankly. I think you'll have a job. >> Thank you. >> Again, we invite you guys. >> And then I think when we loaded our slides, maybe the formatting Cynthia was a little bit off. Um, but a big part of Gryom is just we love the holidays. We love the seasons. It's elementary school. We want to have a positive school culture and so we work really hard, Mr. Bullock, Mrs. Gity and I, to have lots of fun incentives for staff, for students, for families. Um, and that definitely could not be possible without our community partners and the generosity of our churches um in Meridian. So, we didn't want to to have our presentation tonight without thanking the the gracious
061support of the board and of our churches and and additional um community partners. Okay, thank you very much for all your work. >> Um, Forest Academy. >> How's everything going on at your shop? >> Good. Good evening. I'm Mallerie McAll, program coordinator out at Camp Adventure. This is Kendra Gurnham. She's our prek kindergarten teacher out at the Forest Academy. So, seven months ago, I came to you guys and proposed the idea to have the Forest Academy out at Camp Adventure with the design intentionally thought out and processed. We wanted nature-based hands-on learning experiences and then the monastery inspired piece. So today I'm going to present student outcomes, progress, and all the learning that's happening. So goals, we started out, these goals have not um changed since the beginning of the time. We want to develop
062independent self-directed learners. So as you can see in this picture at the uh bottom here, one of the things we do for that is we do our um monitory work cycles. students are the auton they are allowed to choose what materials that have been prepared for them um and this really develops their independent and then they can self-direct in the work cycle. We also wanted to strengthen academic skills through hands-on outdoor learning. So that top picture there, this is one of the very first um lessons that Mrs. Gertham did at the very beginning of the year. Monastery piece has a huge sensorial curriculum. That's one of the big monasuri components. Um, sensorial just means it allows the kids to recognize and understand the world around them. So this she has the little gradient box which
063covers all different kinds of textures. So and then obviously sensorial uses all your senses. So she was the kids found all of the sticks. They were lining them up by smallest to largest but also recognizing the smooth and different textures. So, that's just one example of how we use um hands-on learning outdoors. And then we want to build on problem solving and that critical thinking piece. So, over here, this was probably one of my favorite lessons that we did outdoors. The students built a boat. They were learning about sinking and floating. So, they could use any natural materials around them. And then we provided them a water bottle, tape, that's all. They came up with their own invention of whether this was going to sink or float. Some of them added tons of rocks. Some
064of them added glitter glue. Um it was just all the things. And then we actually put it into place. That's Mrs. Gertam in the creek. She dropped all of their um bottles in which then kind of originated into oh my gosh, let's see how fast they go. So then the kids would take them. They ch some of them broke their sticks. Some of them added rocks in learning. Oh, I need to change this to make it go faster. And then they were racing and then they were adding. So all of that, they're collaborating, they're learning, they're taking responsibility for their own learning. So that was another goal that we have implemented. Um and then obviously just creating that sustainable nature learning based model. What does a typical day look like? The kids get there, they
065arrive at 8:30, they have a morning routine of um sometimes it's an outdoor walk just to reset. Um right now it's really we circle up and try to build that community in a circle. Mrs. Gertam usually does some type of monastery presentation or talking to the kids. Again, building that community. We go over a lot of different phonics sounds, words of the day, anything. But really that community piece is building in the morning. Um then they break off and they do their work cycle. We are up to I think two hours of the work cycle time which at the beginning I think it was probably 10 minutes of engaged work cycle time. So we are at the twohour mark. Mrs. Gertam and Miss Litler who is Miss Litler is the instructional assistant of the classroom.
066They usually have prepared works with um our CKLA instruction or some type of math standards. They'll pull students in small groups based on their targeted instruction or need at that time. But the students have the autonomy to go on the shelves and pick the different prepared work that Mrs. Gertum has created that morning. And it does change because learning changes every day based on their needs. the academics um they get all of the academics just like a traditional classroom um but it's stationed into different components. So we do add a little bit different we do have the sensorial piece um and then we do have the practical living. So the students are learning how to cook. They're learning how to clean. They're learning how to sweep and mop up their messes. That's not really traditional
067in a regular classroom. Um but there we do the science, math, social studies and all of that. We also embed the CKLA science of reading into the small group instruction. Oh, wait. Go back. Um, I wanted to point out these are one that picture that's above. This is our botney cabinet. Um, and you may think, well, why are they working with leaves? Well, we try to really put in real life experiences. So, this is a pre-writing activity. students can trace the shapes of the leaves and then the next step would be to use a pencil to start that prewriting of tracing around those insets and then eventually they'll get to reading the vocabulary of the different types of leaves. So we're out in the woods, they're learning the different leaves. So we're really putting in
068those real real world experiences into action. Another picture right here at the bottom corner. This was probably another one of the students favorite activities. We were trying to find ways to get the kids engaged with fine motor skills to get that pre-writing um component down. So, we have we got hammers and nails. And because we are mixed age, we have prek and K. One of our older students, he's one of the leaders of the classroom. He showed all the students how to hammer a nail into the wooden slabs here. So really great experience in all different ways, but honing in on that fine motor skills in an engaging way. So a lot of our academics we monitor through student work and observation, but now we're ready to go. We also do several different types of
069data points. Um we do the dibbles and we do progress monitor through the CKLA benchmarks and um the progress monitoring tools. This is um the kindergarten I ready data. So if you look, we took our eight kindergarten students and we compared them to the 60 kindergarten students at Gryom and you can see overall we are very comparable in reading. If we break it down further, you can notice that our phonics and phmic awareness are some of our strengths. At the forest academy, we do realize there is a deficit for vocabulary and um fiction comprehension and typically in the monastery environment once the language development catches up to the decoding you'll see an influx in those scores. So we're we're thinking at the end of the year those scores will grow. I do want to point
070out that the comprehension non-fiction that is one of our strengths. Obviously, we're outside. We're doing real world things. So, the non-fiction is one of the strengths at the Forest Academy. Our prek data um was looking really awesome. So, we that dotted line that's in the middle that is according to the early literacy standards for prek students, they should know at least 13 letters at the end of the year. You can see our five students are already well beyond that. The two that you see at the end here, those students joined us at the semester. So, they'll get right up to where they're supposed to be at the end of the year. I also want to point out the letter to sound recognition from the beginning of the year to the middle of the year exponentially
071grew. And these are our prek students with their sounds. And then student growth and outcomes. All the things we do have high student engagement. And looking at our attendance, it is very comparable to the attendance of the kindergarten at Gryom. Um we do really try to increase that independence with the monatory work cycles and their self-regulation has grown exponentially from the beginning of the year to the end of the year or to the middle of the year. Um strong collaboration and communication skills. We really try to allow the students to communicate through behavioral issues that they're having. We really try to express have them communicate to each other. Obviously, adults are present for that, but we really try to help them become more independent problem solving and conflict resolution. Um, and then improved academic stamina
072and focus. Like I said, at the beginning of the year, 10 minutes was pushing it for that work cycle time and now we're already at two hours and those students are still engaged. And then at that two-hour mark, it's like it's lunchtime. They're ready. Um, and then I will say this program's success so far could not be happening if it wasn't for the families that we have at the Forest Academy. They have gone above and beyond. It's been phenomenal to have some so much support and our community partners. Um, I took we did a be a beginning of the year survey of the parents and a middle of the year survey of the parents. um we had a lot of increase with positive um remarks, but I also pulled some quotes that we had a
073lot, but I I pulled some of the key quotes from the parents that they said. And you'll notice that a lot of the parents saw more confidence in their students. They saw that they've grown independently. Um and then they really enjoy that outside time that the students are getting. we are spending usually an hour outside some and sometimes it's free play but sometimes it's academic driven based on the skills that they're doing during their work cycle. Um some of the community events we had we just had um forest of lights Saturday was a really cool event walk through the woods um and the forest academy parents helped to put that on. Our tepee fell down I think two years ago and we had a family that helped bring it back to life and they actually
074did a drum circle with our kids. So monastery inspired because we're all about trying to implement all different types of culture into the classroom. This is a mother that came in to read. She read um in Spanish alongside Mrs. Gertam reading in English. It was really cool for the kids to see that. And then we try to go on a field trip every month just to get the kids out in the community and also to build on those real life experiences. And then after seven months and talking about here's what the design supposed to do. This video which won't work. You'll have to watch it on your own. But this video shows the design in action and it's working. So >> any questions? >> Anything? >> So we set up luminaries around the trail at
075camp. Um we had some community partners that had outdoor resources or events going on. The goal of it was to try to get families outside more. Nature is important. We expressed that at the Forest Academy. Um, and we're hoping to change that mindset with the community, too. And it was also a fundraiser piece, too. >> Yes. We had um over a hundred people attend even in the cold temperatures. So, that that was really awesome. >> So, you've had a lot of visitors this year, right? >> Yes. Yes. >> What has been the feedback from them? the visitor feedback like just from Force Academy parents or partners or >> partners, funders, people in the community. >> So I would say the biggest feedback that I keep hearing is I am so glad that Munie brought this
076to the community. This is something that's needed in our community. It's another place for students that may not work in a traditional environment. They get the opportunity to experience learning in a different way. So to your question, I'm sorry, but I went out there with Wall Brothers Foundation. It was a buzz on the bus when we got back. That's an amazing place. >> It is. >> If I were a kid again, I' I'd stay out there. >> Yeah, it's a wonderful, wonderful facility. >> Yes. >> Any other questions? >> Yes. I did not say. So we have um we started the year with 14, we went down to 13. And now after the semester, we are at back at 16. So we have eight kindergarten and eight pre-K. So half and half. And the enrollment,
077we already sent out interest forms and our enrollment looks pretty promising for next year, too. So >> So you take the pre-K to kindergarten, right? >> Yes. So next year the goal is to take all of the kindergarten, they'll be first grade, and take all the preK, they'll be kindergarten. So, we'll have a K1 class next year. >> Anything you need? >> I don't think so. >> Well, thank you. Uh, keep us advised on how it's going. >> Yeah, absolutely. >> And, um, really, really proud of the work you've done out there. >> Yes. Thank you. >> Cool sweatshirts. >> Yes. Yes, we have our Forest Academy sweatshirts. >> I need one of those. >> Yes. Yes. Thank you so much. >> Thank you very much. >> I'm Miss Garo. Um I guess I think
078the biggest thing about this is that I've been teaching for a couple of years and I've done it in Michigan and Indiana and I've never met a group of kids that get so upset about not coming to school. Um I have one little girl who drove in the car on the way to school and her mom was like I have to take her home and she screamed the entire drive out of camp. Um, so the kids are really excited to be there. They're learning. And another part that I appreciate about this curriculum is that I'm teaching the kids about geography, which isn't common in the lower grades. And like I have one student who for the first three weeks of school came up to me and he's like, you know, I live in North America
079and like was constantly telling me that he lived in the continent, North America. So kids are fascinated about this world and they want to know more. Um, and they get to in this environment. Well, thank you both for your work. >> So, Mr. Answer. >> Oh, that's my name. Uh Rick Yenser, newsman and author. Um I was out the other day and somebody sent me something about a protest here at Muny uh with a few students that joined a national protest um regarding uh what's going on to this country. Look through your handbook. I didn't see a real strong statement for freedom of speech. And I think some of you, especially you attorneys, know the old Tinker case uh against De Moine back in ' 69 when I was a kid. And that case said
080that students do have a right to free speech, but you still have a right to discipline. And when I got a release, uh it wasn't clear just what this school was going to do about this. uh talked the principal and it didn't sound like he had a good list of who was or who wasn't passing out. But I would hope that the school board would make a statement because we're getting a lot of noise on social media. And you know, social media is where news is. And I don't see a lot of education, a lot of public education on social media. And I don't see media here in this town because it's a a news desert. The papers mailed and nobody listens to radio. So, on the money end, I saw legal and somebody asked,
081"Well, didn't they borrow millions to fix the uh fieldhouse and some of the roofs and things like that?" Well, yeah, I remember. I think it's the last time I was here last year. I can't remember how much, but I see you wanted 300,000 more. So, a little bit more explanation later about that because after sitting around with the um Coalition for Public Education the other day, you're losing millions from the state, they got rid of the DOE, the federal government. I don't even think public education is going to be around in our kids and grandkids uh generation the way the government is treating public education. I hope you speak out about that too because again uh in these days you never know when a law will be passed or billions of dollars will be uh
082lost because of people that don't care about public education anymore. >> Thanks much. >> Thank you Mr. Yanser. on the appropriation that you mentioned, that $300,000 is interest earnings on the monies that were uh received from the bond issue. Correct. >> Yeah. By by law, we have to >> uh ask for an additional appropriation for the additional funds that we would receive uh for that particular project. So, um, >> but those are earnings on dollars that >> that'll be Yeah, we we are in the midst of that $19 million project with 8 million of that for the fieldhouse, uh, for the HVAC improvement project there. So, um, that that's what that was about. >> So, it's not an additional borrowing. It's >> it's not it's not what you >> Yeah, it's interest on that. >>
083Yeah. All the money. >> It gives us the additional authority, >> correct? >> To spend that money. So >> correct. >> Uh >> I believe the resolution would read that way. Yes. Um yes, deferred maintenance in the school corporation, specifically the fieldhouse. Um on the students, obviously I'm familiar with the Tinker case, familiar with Hedgepath. I said, >> I'm sorry. Obviously, I'm familiar with the Tinker case. Um I think we had uh somewhere in the range of 40 students participate uh in a manner consistent with what was going on around the country in the state of Indiana. Uh obviously we don't wouldn't be at liberty to comment on specific uh discipline under furpa but uh generally speaking uh if a student leaves campus during the day and doesn't have parental permission it becomes unexcused. Though
084under the policy unexcused absences, the students still have a right to make up work. It just is an unexcused absence for that period. If they had received a call uh from parents uh regarding being off campus, that becomes unexcused absence. So that's the some substance of of that issue. And again, it was uh I think an organically organized um group um based on what they were seeing on social media. Um and I I think there was what 40 45? Yeah. And they peacefully marched down to um the city hall and marched back and expressed themselves appropriately without interference or obstruction. Okay. Uh >> no. Okay. So, we are on to the consent items in section five of your packet. Want to specifically thank those who donated to Panther Pantry, Pam Gillan, Brian and Sarah Fox,
085Northwest Bank, and Martha Song to Central Boys Basketball. Uh, thank you again for those donations. Um, and then, um, anything else? Any questions regarding what's in the uh consent packet, consent agenda, I should say. Do we have any new hires here tonight? >> No. >> Okay. Uh would entertain a motion? >> Move to approve. >> Second. >> All those in favor signify by I. >> I. >> Oppose. Same sign. Uh curriculum handbook. Um, Mr. Graham, you going to handle that? >> I will. >> So, uh, tonight just, uh, real quickly want to go through the high school curriculum handbook. I want to start by thanking Mr. Walker and his team at Muny Central for updating the high school curriculum handbook. It's a document that's 141 pages long. uh contains every course that uh could be
086and most of them are taught at Muny Central as well as graduation requirements, information on the new types of diplomas. Uh this year there were very minor revisions to the handbook. If you remember last year we had uh several major revisions because uh the new graduation requirements went in for our current freshman class. So this year they're they're very minor uh changes. Uh we've removed a course from Purdue. Unfortunately, that was a course that was uh that we didn't want to remove, but it was cut by the by Purdue at the very beginning of the school year with some of their uh reductions. Um so that course is no longer offered. So that's not in our handbook. uh just changed the names of some of our our courses to match what they're currently called by
087the the IDOE. The health and health service pathway has changed names. Um changed some of the updates in language. The Indiana uh college core that is what it's called now. It's not called the statewide transfer general educ education core certificate. So uh just really Mr. Walker did kind of an update to some of the language, changing some of the language within uh that and then also taking out some sections that don't apply anymore. There was a classes to career section that we don't do anymore. Uh we use youth science and some of that for our uh looking at different careers. Uh so just kind of an update there. Um you do remember that we this is the first class this year that will not have a validictorian and saludiatoran. Uh it's under the honors system.
088Uh that language was updated about four years ago now. A change there. They've updated the colors of the ribbons and medals uh that students will have uh at graduation. uh white fork cumlad, silver for magnaumlad and a a gold ribbon for uh sumakumlad. Um I believe the last number at the semester was 80 84 students are going to be recognized with one of those recognitions uh at graduation this year. Uh that was kind of the midterm number. That number obviously could change with the end of the year, but definitely honoring a lot more students this year with one of those honors. So, um, any questions on the handbook? Uh, it's very, like I said, very minimal, uh, changes this year to the curriculum handbook. >> Any questions for Mr. Grim? >> We dispensed with teaching
089Latin a few years ago, didn't we? >> Are we? >> We know we still do teach Latin. So, we do. So, >> we still do. >> You still remember your Latin, right? >> I do. Yeah. How many of our students know what those three things mean? >> We need they they should they should know what it means. >> They should, but probably the only ones that are in the Latin class really really have that idea. So, >> well, if you're going to graduate with Latin honors, they should you should understand it. Uh >> we have totally >> so if there are no questions um we'll entertain a motion to approve those changes. >> So moved. >> All those in favor signify by I >> I >> oppose. Same sign. >> Okay. Is it possible IvyTech
090would pick up the engineering technology course? >> Um it's possible. So we'd have to look into see if they have the capability of doing that. So, um, >> did we have we always had students interested? >> We did. And it was, uh, um, one of those things that just came out like literally like a week or two before school. >> Yeah, I remember I schedules. So, >> yeah, obviously it's frustrating. Um, >> but it seems like in 2026 that >> if we could if we could find Ivy if Ivy, this is a class I hate to lose. >> Yeah. for our students. >> Some of the materials that are in that lab, like the robotic arms and stuff are right across the >> Yeah. Yeah. IvyTech. >> So, I wonder if IvyTech would be willing
091to pick that up. So, if you would check with them. >> I sure will. >> Thanks. >> Um Mr. Derome, we're going to revisit um what you just discussed a second ago and the resolutions in the materials. >> Yep. Thank you. This is the this is the part where I'm asking the board permission uh to advertise for a public hearing that will come up in March for the additional appropriation for the current bond project that we're doing. This particular bond project is uh does involve the u renovation uh improvement project at the includes the Muny fieldhouse. Um this would be the last winter of a rented uh boiler on a semi-truck like we we've done. So, this project will add heating as well as cooling. The fieldhouse has never really had cooling. It's just been
092hot uh or it's not been uh so anyway, this particular project u asking permission to advertise for this additional appropriation of 300,000. Uh that's the amount that will be in the legal ad that'll come out uh in March 4th in the public hearing. It'll be at our board meeting on March 17th. So asking the board permission tonight to advertise for this public hearing. >> Any questions for Mr. Dome? Entertain a motion to approve. Been moved and seconded uh for permission to advertise. And again um as I understand it, these are projected earnings on uh funds that are being secured through the bond issue that was approved earlier this year. >> Yeah, that's that is correct. um that this does not impact tax rates or anything else. >> No, that's already already included as part of
093the original $19.8 million project. >> Okay. Uh okay. Moved and second. All in favor signify by I. >> I post. Same sign. >> Okay. We'll show it pass board dialogue. I'll go back Mr. answer to uh just a moment for just a moment on your um dicta on the issue of public education. This board shares many of those same concerns. Um, we've been talking about it, I think, on a pretty regular basis in these meetings for at least the last 6 months periodically as we look at um the future and the impact of SB what is now SEA1, Senate Enrolled Act One, and the impact on Muny and Delaware County. Um, it's it's not insignificant. um DOE um the issues at the federal level uh the issues involving um on my way prek and the
094benefits that that has supplied to um our students and their families um and those most vulnerable has been significant and uh those decisions taken uh at at another level have uh put us in a position where there will ultimately in all likelihood be hard choices and um we are we are cognizant of them and we are planning through them and talking regularly with our consultants at Baker Tilly. uh but would again urge uh those members watching tonight and others to reach out to their respective legislature uh to urge that they revisit um the uh the issues um created by SEA1 as it concerns the function of of our system as well as many others across the state. So with that I have nothing further. Um Mr. Ener, you're also here as media. Do you have
095any additional questions or >> Oh, yeah. Brad, your cash balance on December 31st. I remember last year about 30 million cash. >> Yeah. At the end of uh at the end of December, we were just under $40 million. >> Okay. >> Uh which was up compared to the prior year end. Um and that's a very very healthy cash balance. And we had showed the graphs and charts uh for the year end uh that have continued to rise over the last seven years uh through so many different projects and so many different things that have gone well at my schools and um so it was a positive positive report uh with our end of the year cash. >> So and the reason it was higher this year Mr. answer was the bond funds that came in
096>> the piece there was one piece yes >> before >> yes >> well there was >> one chunk of it one trunch of it came in before the end of the year and again those bond funds and the decision to undertake the bonding last fall or pardon me last spring was driven at least in significant part by actions at the state level so that we could get out and do deferred maintenance on buildings that otherwise was not going to get So, >> buildings, >> uh, Southside Central, uh, roofs at several elementaryaries, uh, doors at, um, Central Middle School, security doors there. >> Um, >> roofs throughout the district. Um, >> yeah. So, it's general deferred maintenance on buildings. >> Okay. >> Yeah. >> Okay. >> Thank you, Rick. Thanks for coming. I appreciate it. Uh,
097I'd love to have media here at every meeting. >> Uh, we don't have media here. >> I know. Well, you you we have you. Yeah. >> Uh, okay. I would entertain a motion to adjurnn. >> Move to adjourn. >> Second. >> All those in favor signify by I. >> I. Same sign. Okay. We'll stand adjourn. Thank you all.