001kids be successful. Um, November 13th, we're partnering with Meridian Health uh to provide a um anti-bullying speaker. Fabian um will be it to to do convocations at both North Side and Southside. Um again just another wonderful part of our partnership with Maria and to pro provide some additional supports and resources for our students. Um today we had some wonderful veterans programs in our schools. Um I was able to attend Gryom and North Side. I know Northview had one um as well. just an a great opportunity for our kids to celebrate celebrate veterans and and uh what that means for our schools and our community um and just folks right here in town that that have given um have given in uh had poured into our community uh as in their military service. Uh we also
002have Meridian uh Maran University coming in this week. Uh there we are going to host the literacy cadre um where a number of school districts and schools from across the state who are participating in in the lit literacy cadre will be here. We're going to start the day at East Washington uh do some uh walkthroughs, some learning walks through um through some of those classrooms to look for best practice and and reflect on um instructional strategies and then we'll come over here. they'll come over here and end the day with um with Marion University. Again, just another opportunity for our folks to to learn and grow in their craft uh specifically related to literacy at the elementary schools. Um, we had a we kicked off recently kicked off my CEO advis my parent advisory council
003kicked off had a tremendous meeting uh getting to know folks from uh representative from each building and uh they they were so excited that that we're going to meet sooner rather than later. We're going to try to get the another meeting the 1 of December. Uh took a took a just a quick poll on some things they'd like to know about. So kind of want to do some level setting with them. talk about House Bill 1315, talk about our innovation strategic plan and catch them up on some of our special programs was the highest interest uh from that group. And then uh last two things we have uh last couple days 24th 25th before Thanksgiving break following on the 26th. So, um hope hope folks take time to enjoy families and en joy their family
004during that time and and give thanks for certainly um all that we have. And then the community sing that will be before our next schoolboard meeting on December 7th at 2:45 at the fieldhouse. Uh all the music has been submitted. I think artwork is due tomorrow the 13th. I blur two days, the 13th for um the program and for the the seasonal card that we send out. So, lots lots of going on. Um lots of things to celebrate, be thankful for, but also look forward to. >> Thank you, Dr. Reynolds. Any questions for Dr. Reynolds? >> What's that number? >> Uh one from each building. >> Yeah, one from each building. So, I'm going to at this point um go ahead pursuant to Indiana code 20-28-9-27 and acknowledge receipt of notice from DOE as it
005concerns state tuition support and funding floors and would acknowledge receipt of that notice and would ask that it be entered into the minutes of tonight's meeting and that it be published um the notification be published on the website within the next 30 days. Okay, that down. Okay, with that bit of housekeeping taken care of. Uh, South Elementary. >> Hello. >> Good evening. How are you? >> Back with all of you. Hi. >> We normally have January, so we are early this year. So, we're excited. >> So, feels like January. Yeah, it it does. [laughter] It definitely feels like winter. Uh, so we'll introduce our folks here with you with us tonight. So, Mr. Nason, our new assistant principal that we stole from Gryom, Miss Thompson, first grade, Miss Sloan, project lead the way for EWA
006>> and Gryom and South [laughter] and Chelsea Barber, fifth grade. Mary Colt, teacher of the year for the district and kindergarten at South View. and Amy Heath, our instructional our master teacher. We call instructional coach. Welcome all of you. >> Yeah. Thanks. [applause] Um so really we're going to head over there. But you know four school years ago when we started the work at South View and we set several goals and one of those was to improve our IE scores to increase over 80%. We hit that goal last year. We work to increase our attendance, increase our I earn scores, decrease discipline referrals, and to get off CSI status. So, we're making those marks. And so, you know, we're not s satisfied with those goals. So, you need some new goals. And one of those
007is to become an Indiana STEM certified school. And so in a lot of work with Miss Loan um so in a lot of work with her in coordination with our project lead the way and you'll hear about this from teachers tonight we're on our way to becoming an Indian STEM certified school. So part of that is to have at least five units of science and social studies science and English combined. So you're going to hear about that. Three of those units our students get in their project lead the way modules when they're now at Southside. But then it's been a lot of work led by Miss Sloan and Amy um to guide the teachers in that process. So that's what you're hear about this evening. >> So um what is the current need uh in
008our school is knowledge about teaching and learning um in regards to disciplinary literacy. So CKLA and Project Lead the Way offer this opportunity through framing learning as an apprentichip process through the 5e framework. We can go to the next slide. This is important because our students need more exposure to non-fiction reading text. Our current uh proficiency rate was 62.14% in non-fiction when we took the I read assessment and in science it was 6%. What we are noticing is researchers across the nation see the same results when we look at the NAPE assessment and it is why a knowledge building curriculum is important. So what does non-fiction reading proficiency look like? It looks like understanding text features, text structure, and the ability to compare and contrast text and media. So, I'm going to kind of walk
009you through our process of how we got this underway. First, I'd like to kind of brag on our instructional leadership team because they're the ones that the administrators rolled this out, but they've really done the heavy lifting and all the leg work and the planning and we know how many hours that's taken. So, you know, the teachers behind me and the teachers in the school have really done a great job of buying into this idea and really running with it. So, um really it's it's them that have done really the great work with it. But so what we have done is um we've looked at each CLA knowledge unit for each grade. We looked at the scope and sequence of it and where can we pair that with project lead the way. And so here's
010an example. This is kindergarten's uh CK CKLA knowledge units and then you can see the five four units in which it kind of paired with project lead the way. Then our teachers and Miss Sloan with project lead the way compiled a list of materials and things that they would need to make this possible. got it to us by a deadline and uh Miss Sloan was able to get all of that sent in and the materials that we needed provided for us for this. So, uh we're very grateful for that as well. Can we go ahead and go to the next slide? So, like Miss Amy said, we decided that the best lesson plan template was the 5e lesson plan. And the five E are engage, explore, explain, elaborate, and evaluate. And we'll kind of discuss
011that a little bit more. The teachers kind of have more information on that as well. >> And I'm gonna [laughter] Okay. So, um, kind of how do we get through this planning process? So, I do have a quote that I wrote down that I want to start with that kind of gets us into that uh STEM mindset change because that is the most difficult part of starting this is getting teachers to switch their mindset from I am inside of this box to stepping slightly outside of the box. Okay, so the quote I have says above all don't fear difficult moments the best comes from them. And that's from uh Rita Levy Montichini. I did check on how to pronounce that name. It is Italian. I am not Italian, but I try. >> Um so that
012mindset change is I am creating my own unit using CKLA and PLTW as a resource. Okay. So we're still following our CKLA knowledge, but um we have to view it in a different light. Okay. We have to go through and we have to see what kind of framework can I make from CKLA and PLTW and how do I mash them together? Um so when it comes to that um if you scroll to the little framework one okay so we look at the framework we create a framework for it we look at CKLA and we say what are my lesson topics okay so we look through and we say I'm teaching this this this and this and then we look at project lead the way the pairing the one that goes best with it and we
013say what does project lead the way teach and where are my overlaps okay which one does a better job of teaching this particular concept. All right. And then after that we look and we say okay which activities from project lead the way pair with this concept that I am teaching. Um are there things from CKLA that I can take out? Are there things from project lead the way that fit in? Um and then if there's anything that uh doesn't necessarily mesh u we can pull extra activities into it. So the reason we want to do this is we want to have higher engagement in our knowledge. Okay? So we can teach knowledge, we go through the knowledge, we go through all of the lessons, but is it engaging for everybody? And that's why we've decided
014to kind of mesh the two together. Um there are times where we have to pull outside of Project Lead the Way. So that's where that mindset change is essential because Project Lead the Way, we don't have to follow it to a tea, okay? we're just using it to see how can this help CKLA. Um, but there are times where we have to pull outside activities into it. >> All right, back to me. [laughter] So, one of these that we wanted to kind of share a little bit more is the explore. And really, that is the meat of these lesson plans. And so with that in mind, our instructional leadership team and Miss Sloan, they had to go back in and kind of really upgrade the lesson plans to fit this model. So we really had
015to look at what are the routines, what are the expectations for the teachers and what are the routines, what are the students doing as well. One example of that is with writing. So another focus in our school this year is writing and we want to raise our iLearn scores in that uh aspect as well. So Project Lead the Way has in been incorporating a lot of writing in the lessons as well and Miss Sloan has been really diligent about coming to our learning walks and making sure that she's present and she is picking up those skills and those practices that all of our teachers are getting. So she's been really great at coming for those learning walks as well. And then she's going to utilize those skills and take them back to her project lead
016the way groups and work with those writing aspects in those uh lessons that she's doing there. So now we're going to have some more teachers come and talk to you about what they're doing. [clears throat] So we combined our CKLA unit um animals and habitats with the project lead the way unit designs by nature. Um, and in that photo you can see that we took a nature walk at the Manitrista. You can scroll to the next one. Uh, some of the activities we did were sorting animals by habitat and that was actually planned by um our Ball State students. Um, so they were working on animals and habitats at the time and it just meshed together. Um, and we happened to be working on the same unit at the same time. So that worked really
017well. Um we did some picture matching with parents and offspring. And then our final project project was a biomimicry mask. Um and that is where humans study and imitate designs found in nature. Um for example, airplane designs being inspired by birds or uh spider silk inspiring fabric design. Um so we made masks with false eyes to imitate how animals camouflage and influence perception of their predators. So, the kids got a ton of supplies and it was a free-for-all. They were able to uh create and make these masks and they were really good. I hate that I don't have pictures for it because it was last year. Um, but if you look it up, you can look up moths and they have these big circles on their wings. Um, and it's just to like trick their
018predators to make it seem like they have false eyes on their back. So, the kids really enjoyed it. Um, and they did a great job making those masks. You can go to the next one. Our community connection was a field trip [clears throat] to the Minatrista and they had a lot of things to go with um both the CKLA and the project lead the way unit. So it was a perfect uh field trip for them. We did a nature walk as you seen in the first picture. Um there was a video but they had um cricket sounds so the kids got to learn how to uh how bugs and insects communicate. Um and then they had a bug sorting activity. And in that picture, one of my students drew, a whale communicates by singing. So
019they learned a lot throughout that lesson. I think it's one of their favorite ones because they we talk about animals a lot. So um so we combined our CKLA unit, taking care of the earth, with the PLTW unit, living things and its impacts. So CKLA taught us about the earth, pollution, recycling, and other ways that we can help the earth while PLTW talked to us about living things and how we can further help that impact in our environment. So one of the culminating activities for that was our kindergarters got to do a beaver simulation and that is what you kind of see happening in this picture. So we had we have four kindergarten classes. So we each went two and two. And the kids either got to be a tree, water, or a beaver. And
020so the tree, the beavers went, cut down the trees, turned them into logs, and then the logs stood, made the dam, and then the water had to try to figure out how to get through as the dam kept getting bigger. It got them up. It got them moving, and it got the conversation going as to, okay, well, how do beavers impact the environment? How do we impact the beavers? how is the water, how are the things that live in the water affected? And that was what we did for that. And we also recently this year um employ put together our CKLA unit, the five senses with healthy habits. So we talked about all our five senses and how those work together. And then we also pulled in the healthy habits unit to talk about germs.
021We talked about our mouths. We practiced flossing with different marshmallow things. And so it really upsed that engagement into something that is typically can be a lot of them sitting for 5-year-olds, but it really upsed that engagement for them with that. All right. So in fifth grade, we did our second unit. Um we actually got to do it pretty early on. And so we started our second unit which is called Early American Civilizations where they learn about the Inca, the Maya, and the Aztec. Um, so we started the unit by using some of the project lead the way. It's called in the infection detection. And what they do is they take this little powder and we just simply play like a modified um, heads up seven up. So what I do is I pick one
022student and I put a little bit of this powder on their hand and then we play heads up seven up. And so they're touching each other doing the game and then at the end we take a little black light and we just look at their hands and they notice that there's stuff all over their hands which is the powder. And so they then have to track who was the original um carrier of it because then they had the more typically was all over their clothes. But then they saw like how easy it was to transmit. So all they did was touch somebody's hand and now those germs have been passed. And so in the early American civilization, they learned that some of our um tribes and whatnot go and are either disappear or they lesson
023because of diseases that were brought by other civilizations. And so they are connecting that dot of like, oh yeah, we watched how quickly it was passed. And then thankfully this actually then pulls in even the Native American unit because then they'll remember oh yeah they brought that disease we remember how quick and then to make a personal connection we were even able to talk about COVID a little bit and be like this is why handwashing was so important back then because you see how easily it was spread because later in the unit then we had them do a research um project where we tested different handwashing methods using temperature time and a type of soap. So we used hand sanitizer, we used bar soap, foam, and then gel soap. And so we did like 30
024seconds of each with hot, cold, and warm water. And so then they used a chart and they recorded all of that data. They took that data and then put it into a paragraph um using the race response format to say like this is what I believe the best method of handwashing is and this is why. So they would bring in that chart that they made and then we made posters that could be like hung in bathrooms to like show little kids like this is the importance because if you're not actually washing for 30 seconds with soap then you're not really washing the germs away. You're just getting wet hands. So >> yeah. [laughter] >> Yeah. Good stuff. >> So true. >> So that's just a a snippet of what's been going on. Really the ultimate
025goal is that when we put all of these units together, we've talked about this for a while, but making Soui that really sought after school. And so when we get that big STEM certification banner on the side of our building, which is coming someday, [laughter] you know, so just one more of those notes to really pull south and and talk about how are we different, but how are we excelling in here? >> So what's the timeline on being able to obtain that? >> Yeah, three years total. So we started it last year. So hopefully by the end of next year. >> Okay. So make sure I understand it. The CQLA is your literacy correct >> curriculum and PL project lead the way is more STEM based right. >> So you're meshing those to have knowledge
026based literacy effectively. Correct. So does it I assume it adds both strengths to the students hopefully. >> Yes. >> So >> really makes the lesson more engaging. >> Okay. So the CLA curriculum is not changing. No, >> but it's being enhanced by the project leadway. Is that right? >> And really what we see too is it enhances the teaching across the board. Okay. Teachers [clears throat] are seeing how that active learning spreads to other. >> So I saw on one of your slides uh need may need to purchase um was early on very early. >> Those are purchased now. >> They are. >> Yeah. So, all of those pairings that I went through remain um I listed ones that we did not have at that point in time, but we do have all of those
027now. >> Okay. I just want to make sure you had everything you needed. >> I do have all those now. >> Yeah, I think that's that's wonderful. Um, you know, I mean, I can see all sorts of possibilities there. Um, I suppose you could probably pair something with every one of those. Uh, how are things going at South View? >> Awesome. [laughter] >> Yeah, I I you know, >> is up. >> Yeah, I understand. >> So, this Friday, we're starting a new thing. So, our attendance is up across the board this year, which we're really excited about because that has been a battle we continue to fight. But this Friday, we start a new process where if you're there all week, then we're going to release grade by grade and the kids are so excited.
028You get to run a lap around the entire school. [laughter] One lap and then you come in and you get a sticker. And so because you were here all week so it's soaring with the stars and starting soaring with the stars on Friday. [laughter] He says today the day I run the cafeteria. Not yet. Not yet. [laughter] >> So um why don't you do this? Why don't you suggest that if they're there three weeks in a row, we'll buy I'll buy them a book. >> Okay. >> You know, book, you know, they can pick from you. Come up with three or four categories. Sports, stories, pick come up with some categories >> and I'll I'll purchase the book. >> Um, is two is three weeks too much? to go to or if it's three weeks.
029>> Okay. So, if they're there three weeks in a row, you know, I love stickers. I'm a huge sticker fan. [laughter] >> Don't get me wrong. And then you just email Chuck or whoever and let me know what books to pick up, what categories, and and I'll Jennifer and I will >> cover that. Um, [laughter] last year on you. I appreciate that. >> Um, >> anything else that's uh burning on any one of you that you need to have tended to at all? >> So, we will you're just going to give us the opportunity to correct. So, when we came in four school years ago, um, our kids when they write for the I learn there are certain pieces that you have to to score one to just see if we get a score. And
030so that year only four of our I think it was 259 students that tested that year. Only four of our students even scored on writing at all scored anything. Um and so um we've had a real focus on writing because we know we're focused on reading and those foundational reading skills, but if you're not focusing on writing, they go hand in hand. And so last year we had 61 pieces of writing that scored. Okay. >> Which sounds great, but it's, you know, not we're still far off of our goal. So, we're excited about that. Um, but the these teachers have made writing a huge goal this year. So, um, it it is hard to describe how much writing they have done and how much focus every PLC every so every Wednesday afternoon when we have
031PLC, they bring graded writing to PLC. So, we spend 10 minutes of every PLC talking about bringing them, sharing with each other, how does it look, what does it look like? um particularly teachers in grade three through five now we're asking them to do two pieces of writing each week and so that's a lot of writing and getting our kids to build that stamina what we find is on that I learn that the box one starts here the more you type the bigger the box we get that the kids felt like they filled the box they were good they felt and so getting our kids to build that stamina of really getting in there writing understanding and having our teachers grade it we were seeing things like a lowercase high and it's always being a
032high. So those kind of pieces because they're not getting that regular feedback and so in addition to all of this ELCW writing has been huge push for us this [clears throat] year and so kudos to this team and everybody behind them about what they're doing. >> So last year or two years ago there was only four students who scored >> three school years and so last year we went to 61. So that's a factor of 15 times. You know what? >> I understand. [laughter] Yeah. Know I understand >> 100%. [laughter] >> I mean everybody should be scoring, >> right? 100% should be scoring >> to have some score, right? >> Anything else needed? >> I will say based like off of what we've been doing just as a fifth grade um teacher who really focuses
033on writing. um when we started doing a race like a breakdown of race like a real breakdown my kids were scoring like week one like twos and threes and then I just got back a bunch of them today and I don't think I saw score less than 15 points. Um so and that's just what we do in like 15 minutes during the writing block alone and then when we do then we do another 30 at the end of the day in fifth grade of where they're really answering a prompt with two sources. But I mean just in the 15 minutes we do every day in our reading block I've all of my kids have gone from scores of two to 14 and up out of 20. So I mean just in >> two three weeks
034alone my kids in my classroom alone are already soaring from where they started. So >> and by the way I I really I like your infection lesson. [laughter] >> Yeah. The kids really love it. They think it's disgusting. But then they took the the thing and like went all over me and [laughter] I kind of made a mess when I first opened it for the first time and it was all over me. They're like, "Miss Barbara, that's disgusting." I was like, "Well, then that's what happens when you don't wash your hands and you hug me a bunch." So that's why you got to wash your hands. >> Well, you can tell your your students that we've come quite a ways. I mean, when I was when I was a kid, we I don't I don't
035remember washing my hands ever. [laughter] I know some people at restaurants I've seen come out of the restroom that the same posture. >> Yeah. And so [laughter] just these things that and the notion of spreading infection. I >> How long did it take certain civilizations to get that? >> They were grossed out when they washed hands and came back and relooked under the the light. They were pretty grossed out when they realized like, "Oh, my normal handwashing um habits aren't disgusting because my hands are not any cleaner." So, if anything, >> yeah, cuz they saw like in between their fingers and in their nails, they're like, "Oh, like why we wash our hands and we wash them." So, >> some of my older law partners name who go unnamed have disgusting handwashing [laughter] that that
036Yeah, I think that's just a fantastic lesson. So, thank you. Yeah. Any other questions? >> I I do. So the certification, it's going to take you three years to get to who gives you the certification. Second part, >> Department of Education. Do you have to reertify every year or every is there frequency which you have to go do that? >> Not >> you get once you do it, you're good. >> Interesting. >> Okay. >> Um >> I have one more. >> Go ahead. Um earlier in the in the um presentation there was a slide that said talked about I read it says 62.14% proficient in basic reading and it says non-fiction. That kind of piqu my interest. Is it is it different for the kids to to read non-fiction versus fiction? What is what does
037that mean? I guess I'd never really thought about that. >> Right. Well, yes, for some students they don't have experience reading non-fiction texts. So they may not read like in CLA they read about animals. They read about astronomy and different things like that. That may be their first experience. A lot of times students are more familiar with story structures or fairy tales or something of that nature. So sometimes you'll notice that our students will score higher in fiction versus non-fiction. So we try to use CLA to increase our non-fiction reading scores as well as using things like read works that link into CLA. >> Okay. All right. >> Thank you. >> So do you tradition followup? Do you traditionally see higher scores on fiction than non-fiction? >> Yes. >> Any thoughts on why that is?
038[clears throat] >> Yeah. I've never even thought about that. >> Noniction, right? Right. >> Pardon me. >> Uh non-fiction reading is it's it's more of an interest. You know, when you think of non-fiction, everybody has their own interests when it comes to those things. So, if they're reading a text text that they're not necessarily interested in, they're knowledge retention that's going to be lower. Whereas, if they're reading, you know, a non-fiction test text that they are more interested in, you know, they're going to remember those things. So when you think of a fiction text, you know, it's those those fairy tales, those elaborate stories, you know, those hook readers a little bit better than a non-fiction text does. >> My last question to me, so in the comies are like what what are you seeing
039are the barriers, the resources that impact what you all can do in the classroom? a lot of ways. Our family navigator is phenomenal and so she's probably the busiest person in our school. So there are a lot of things that we're doing and getting them to school is ever one. So it it is not irregular for Cara or Karen. They miss the bus and then there won't drive them to school. Um so getting them to school is the number one piece and working with those families. one of the barriers that are keeping us out of school. Um, families don't have heat, don't have water, don't have clothes. So, just getting them to school is the first piece of that um right now with some of the other things that are going on with Smart Eye.
040We're having a supplemental food giveaway. Um, we're working with First Credit $3,000 grant. We've had a lot of other donors. Um, there's the Muny Police Department and Fire Department are having a competition to see if we can give us food. So we have an entire room stock full and we're selling families that we've advertised. So um fully expecting so we advertise that on Friday lots of families that then contacted us. I don't have a car. How can I get that food? Those are our families that need it most and they don't have a car. So working to get that food to them. Um we've had more hungry children in the last week than ever. I mean I never thought we'd be a place in America where we'd be seeing hungry food hungry kids. families that
041have never asked us for support are asking us for support. So getting them to school, getting them fed, making sure that their water heat is turned on, those pieces are priority. And then those other pieces of what we do, um the book machine that we have at school, finding any way to oh, you earn a token and you earn a token and you earn a token, you know, trying to find those ways. We know that every kid should have at least a minimum of 10 books in their house. And you know, if you're it's between buying books or buying groceries, there's no question. And so, you know, getting our houses stocked with books that kids are at their ready to read in the evening and then giving our family sources like that. >> And our
042IvyTech partners, they just provided $1,000 worth of codes. And so, our pre, you know, for our preschoolers, so it's been all wonderful. We have really, really good partners. Um, so 812, um, I just have a table this week. So, next semester, we're going to start a GED or high school league class in our building. go in the evening. So rather than having it here at the MAC, they also do it at the Ros Center which is our neighborhood as well, but one will be offered in our school after school or making sure that it's before the bus in so that parents can get on the M. So working to coordinate a lot of those efforts to get our families what they need to what we've also found is that parents don't always drive because they
043don't have a driver's license and so working to get the sources together to help them get their driver's license as well. >> Other questions? >> Saturday play days. Have you guys had any >> How did it go? >> November 1st. >> How did it go? >> It was fun. It was a good time. You missed it. [laughter] >> How many did you have? >> Mr. Grim is there. Hi there. >> Uh I don't remember. M remember how many we had? >> We had 60 sign up and >> probably about half. >> Yeah. was the same way. >> Is that transportation again? Probably. Or do you know? >> So 30 35 kids. >> We really thought that they came out the day after Halloween hangover, you know. I don't know. I mean, we thought with all
044that sugar, you want to get your kids running, but it might have been. >> Yeah. and and we have uh funding through the year. >> Yep. >> So, and some of that funding if our numbers were running at that rate, we could repurpose for books. Um also, so I would assume. >> Yep. >> Yeah. So, so keep in mind that possibility. Um anything else? your social needs. Obviously, that's it's just extremely challenging right now. And >> um anything the board can do to help mitigate that? >> I wish I could tell you that. >> Okay. Do we do we still have food that goes home with them on weekends at all our schools or >> you do you have a you don't have a backpack program on Fridays, do you? We don't have a program.
045>> Okay. >> We don't have a partner. >> Okay. Okay. >> Okay. So, you are you are finding some stuff to give up. Okay. Anything else? >> Okay. Thank you so much for all that you do. [applause] Mr. Clots, any public participation? We have consent items uh in uh paragraph five of our agenda. There is one uh change on that on the personnel items. Um Mr. Jackson um the custodian at South View um uh has resigned. or declined to take the position I believe. So that's the one change to the personnel agenda. Uh with that uh anything in the action consent agenda any questions? If not would entertain a motion to approve. >> Hear a motion. Do I hear a second? >> All those in favor signify by I. >> I post same sign. >>
046Thank you. Uh we're on to new business uh financial report. Mr. Derome. >> Yes. Uh thank you. In your board packet is the financial report for the month of October. Just a few highlights. Obviously, we're two months away from finishing up the calendar year. That's where we take the official snapshot at the end of the year on the official ending cash balance and the official cash flow and uh the official number. So, anyway, October uh these results um student enrollment, it obviously shows the the actual ADM count 4,894. Uh we have still not seen the revised state basic grant revenue. Uh right now I still showing 47.6 million is what we expect for this calendar year. Uh it will be changed u on the November 15th um and December 15th state basic grant that we
047received from the state based on our new enrollment. So, um anyway, um based on uh probably it'll go up just a bit uh based on where we had uh previously it was previously estimated. So, um all funds cash balance a little over $30 million at the end of October. Our state loan outstanding is just now $6.1 million and obviously we started out with 12 million so we're almost half uh getting that completely completely paid off. Um, so that's certainly a highlight there as we continue to pay that off. Um, [clears throat] 30 30.5 million cash balance. Still expecting uh ending cash balance for the education fund to be around 15 million uh by the end of this uh calendar year. Um, still using rainy day fund to help offset spending for operational expenditures. >> What's
048our current rainy day fund balance? >> Current current rainy day fund balance. We are pretty healthy at uh that is now 3 3.6 million at the end of October trying to it'll probably be down to about 2.7 8 million perhaps by the end of this end of this calendar year. So um we've already talked about some of those other items. We did not our long-term debt payment in December will be coming up uh later later this calendar year. So we are appropriation wise we're doing doing well managing that. Um don't no concerns with appropriation needing additional appropriations and I always like to just show those charts and graphs to show you the trend of where the money uh balance is. The all fund checkbook balance right there. The red on the bottom just shows the
049decline of the state loan outstanding. That's now below right at 6.1 million. Obviously, we started out the maximum was 12 million. And uh so that that trend is reflective of that. Uh next month when I bring you the cash balance to you. Hey, that's us. That's us. That's okay. Um, next month when I show you that our cash balance will be up 9.9 million because we received our bond proceeds last week of the 9.9 million. So that was we sold off the first phase of the geo bonds for our 2025 project. So, uh, in any event, uh, like I always say, this is kind of the fun stuff of the the time of year as we try to fit everything in within the all the appropriation limits and the caps by the end of the
050year. And, uh, so we'll have more final numbers obviously in two months, but I just like to keep you updated. And that completes my report for the October results. >> Okay. Any questions for Mr. Der? would entertain a motion to approve uh financial reports for October. >> So moved. >> Second. >> Motion and a second. All those in favor signify by I. I >> post. Same sign. >> Okay. Uh end of year process, Mr. >> Yes. Uh the next two things I have for you really combined into probably one um uh board resolution I would ask is asking the school board permission. Uh, we always ask permission to make the year-end transfers uh at the end of December for the Comp Patrol to get the uh spending limits uh correct to make those transfers between
051funds. We're not asking to spend more money than we were originally were allowed, just asking permission to make those transfers. And also too, I always like permission ask for permission to make any transfers of any extra accumulated funds into rainy day if so appropriate. Uh I've just picked the number of 3 million. I would certainly anticipate it will not be that high if if uh to make any transfers, but I'm asking permission to make those transfers. Um once again, this doesn't uh tie us in. It just allows us to make those transfers by the end of December. So that's what I'm asking permission to make those transfers tonight just in case we would have bad weather in December and we're not able to meet in December. I just like to ask for it in November.
052>> Okay. So the board has heard Mr. Jerome's request and this has been something that's occurred every year during his tenure. >> Yes. >> Uh are there any questions? Hearing none. Is there a motion to approve those requests? >> Approved. >> Heard a motion. Do I hear a second? >> Moved and seconded. All in favor signify by I. >> I post same sign. >> Okay. So we'll show both of those passing. Brad, on the rainy day transfer, uh what would be your best estimate as to what will transfer at the end of the year? >> Um what I'd like to be able to do is um balance out and anticipate uh the 2026 spending uh for rainy day. Um I believe uh for our budget process for 2026 uh we asked for an additional approp
053we asked for an appropriation of 1.8 8 million knowing that we probably need to spend about 2 2.7 2.8 million in rainy day next year. So to answer your question, I might be looking uh maybe at a minimum of 6 or 700,000 to transfer. Um perhaps we'll see how that goes. Um okay, >> I don't want to transfer too much. uh I can always come to the board and ask for permission to transfer in 2026. Um the other thing I have to balance out is making sure as we've talked about operation fund is making sure that we have we are allowed to transfer up to 15% by the end of the year of total revenue. So right now I was still projecting about 6.9 million to make the transfer. Uh, I only have really about
054one more month of transfer to go. I could go up to the 15% which will be about another half a million dollars. Um, so I'm just trying to balance that out of how much to put off into ready day and how much to take out of education fund to uh put into operation. The more I think I can put into uh operation continues to help us uh in the next year. Uh, the more I can put into rainy day helps us for the next year also. But um so we'll we're working on that. >> Okay. >> So >> Okay, we will stay tuned. >> Stay tuned. >> Um any board dialogue? Anything? Mr. Heater and I um met with Mr. Derome and Dr. Reynolds and representatives of Baker Tilly to talk about school finances uh
055as we continue to um seek to address the challenges that have been created. Um there's more to come on that assess valuations I think are due out at least Mr. room has been told um later this week, the 14th, and then we've asked for some projections similar to what you've seen before based on those actual assess valuations. uh we will reconvene um in January and then uh report back to the board um as we move forward as we examine all the potential options for MCS as we move into uh the next couple three years. Um so right now um those discussions are a preliminary stage. Uh those are based on the information that was presented at the trust board of trustees meeting for the university and also addressed um in a prior board meeting where
056I outlined those uh challenges that are are facing um my community schools among other places uh similarly situated. Um any questions? Okay. Uh, Mr. Clott, any media inquiry? Okay. Uh, we have a guest tonight. >> Is that your son? >> He's just in the band. Same age as my son. Grew up with >> uh Reggie. >> Okay. What's your name? >> Aiden. Are you here for social studies or just observe? >> I'm Wow. Thank you for coming. >> Yeah, that's fantastic. Do you have any questions concerning anything we've done? >> Okay. Well, you you are welcome back anytime and we are pleased to have you. So, thanks for being here. >> What are you are you a senior? >> Yep. >> What are you gonna do? >> Wonderful. Where are you going to go? >>
057Good. And do you play the trombone? Did I hear? >> Okay. So that's you guys are like basically related. [laughter] >> I heard you booming as you were pulling into the [laughter] >> Who's your favorite trombone player? >> Okay. Who's who's the big band guy that played trombones? Is that Benny Goodman? >> Uh or Glenn Miller? >> Glenn Miller. Have you seen the Glenn Mill Miller story? >> You got to watch the Glenn Miller story this weekend. Cue it up. >> It's Jimmy Stewart. It's fantastic. >> I'm serious. You'll love it. >> Um, okay. Thank you for coming. U We ready to go? Everybody ready to go? >> Okay. Oh, you were right on time. >> Right on time. >> You want to You want to do the motion? >> You want to do the
058motion? >> Okay. Do I hear a second? Oh, I hear see a second. All those in favor signify by oppos. Same sign. >> Go. [laughter] >> You're moving quick for them. >> Well, I knew that I was on a time. I was on a timeline. >> Yeah. Jim, thank you.