9/8/2025 School Board Meeting

001Hello. Hello, >> Mr. Non. >> Can you have a seat? Thank you. >> Okay. >> Yep. Okay. Can everyone hear me? >> Yep. >> Okay, you can hear me. Great. Um, so we are we're going to get started on our um board our normal board meeting, which normally starts at 6:30. We had a public hearing that went a little long, so we're we're a few minutes late. Thanks for hanging in there with us. Um, I do want to remind people that for the board meeting, if anybody wanted to speak, there is a blue sheet at the back of the room if you would like to to speak tonight. Okay. So, with that, we will go ahead and get started. Those who are able, if you could please rise for the pledge of >> allegiance to

002the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. >> We do have all seven board members in attendance. So, I will um determine a quorum and call the meeting to order. Dr. Phillips. >> Thank you, Miss Wielen. We do like to start each meeting with reminding ourselves and the public of our mission, vision, and core values. The vision for BCSSE is to be the choice to learn, work, and play. Our mission is to develop expert learners by partnering with partnering with our community to invest in people. Our core beliefs are that we all can rise to the challenges of high expectations. That learning is most effective when we have choice, flexibility, and see relevance. That we thrive when our physical,

003social, and psychological needs are met. That our community and school district are stronger when we partner with one another. That we flourish because of the diversity and variability in our community. And that our democracy and democratic institutions are strengthened by civic-minded citizens. Our first cabinet meet cabinet report our presentation of the evening. Sorry. Legato pathway. Mrs. Sha and Dr. Leech. Come on up. Just a little. Yeah. Too quick. We could pause it be first. That'd be great. Oh, perfect. Thank you. Hola, everyone. Thank you for this opportunity to share about our dual language program, one of our academic pathways here at BCSSE. It is a pleasure to be here with you tonight. My name is Gracie Patinho. I serve as one of the instructional coaches at Clifty Creek. And it's truly an honor. This year

004marks our eighth year of implementation for Legado Spanish Academy. And as many of you know, our first team and cohort have transitioned to Central Middle School. And it's just a fantastic opportunity for our students. And we have um something very special we would love to share with you all tonight. Um it is a video highlighting a parents from Legado and two of our seventh graders who have commenced their journeys of in dual language since kindergarten. Tonight we would love to share about the growth, the successes and what has shaped our dual language since the start. Um so please enjoy this video before we get started. Legato was a great opportunity where I knew they'd be in this welcoming family really community type environment. I also feel really passionately that I want my kids to see

005the world outside of Columbus and outside of Indiana. And so when we were looking for education options, um that diversity was also a big factor. Hi, I'm Kayla Parsons and I am seventh grader in Central Middle School. Thank you to Legato, I can speak in two languages. Couple years ago, me and my friends from church went on a mission trip to Puerto Rico. 95% of the people there did not know English. I got to use my Spanish skills to the test. I cannot thank Legato more for teaching me a real superpower. I can't wait to see what Legato has in store for us in the following years. >> Okay. >> So, just like any other kid in BCSSE, my boys bring home homework. The academic work that I see them completing is exactly what I

006expect from any elementary program. The real difference is that it's in Spanish. They're being asked to think about critical questions in Spanish. They're expressing their emotions in another language. And to me, that's beautiful because it's a really natural process. >> Legato has helped me learn English. When I was little, I didn't know anything. And when I entered, uh, they helped me a lot and even with Spanish. Being in has given me an opportunity to talk with other people that just speak only English or only Spanish. Thanks to in the future I can get more opportunities because I can speak both languages. Spanish is now a part of who they are and so that's never going to go away. I could care less what kind of college credits they get. I want them to find something

007they're passionate in and then realize Spanish is just a part of who I am. Thank you. Well, hello everyone. My name is Dr. Nicole Leech. I am the EL director here at BCSC. Um, Legato is very special for me because I've only been here for three years, but when I worked at the Department of Education, I was here when they were planning this program and I knew it was something special even back then before I came here. So I do want to show you guys a few of the benefits of dual language that I think that are important to highlight once we get our slide up this. So there are a lot of benefits with legato and learning two languages from an early age. Academically by middle school our kids are outperforming on average quite

008a bit. Um there's obvious there's been research that's shown improved attendance. There's been research that shows tons of cognitive benefits. Um, for students, it's increased focus, which we know is extremely important right now. Um, a lot of ability to make metal linguistic comparisons and to think more cognitively because they are thinking in two languages and they're working in two languages throughout the day. And some other neat things is economically obviously when they go into the workplace, this is highly beneficial. And some research recently has even shown stronger real estate value in neighborhoods because people want to be in a neighborhood where this is an offer and where their kids can have access to a program such as this. And then the biggest benefits on the next slide that we've seen we can move is our

009iid scores from third grade. We know iire is a huge celebration here at BCSC. The state average is 87.3. Our average at BCSC is 89.3. Legato's average was 94.7%. So I think this shows the power of dual language education. This shows the power of our students thinking in two different languages and learning in two different languages. And I think we're going to see lots of benefits. And this is an amazing thing that we're doing. So I'll hand it back to Gracie to talk a little bit more specifically about Clifty. >> All right. Well, finding teachers in the dual language world is not an easy task. Yeah, I firmly believe that we are very fortunate and very excited to have a remarkable group of educators who are excited and who are willing to go the extra

010mile every day for our students. In the next slide, you will see the representation of our teachers in within Clifty Creek and of course Central Middle School. We have teachers representing um their nationalities from Spain, Colombia, Brazil, Puerto Rico, Dominican Republic, Mexico, uh Indiana, Kentucky, and Ohio here in the States. So allowing our students to be part of this diversity and to bring forth that languagerich classroom and authentic perspectives is all we want for our students in any um opportunity and any classroom. Our students have had opportunities to put to the p practice all of um their language opportunities and cultural activities. We've been able to be invited to come come into sue for part of their career talks and career fair where our students were able to share what is legato for them and

011how has it shaped their dual language journey. We are also partnering with Toyota material handling to take a group of fifth graders, sixth graders and seventh graders to share in their lunch and learn what is legato and how has dual language changed their grade school um lives. We've also received invitations from local elementary schools where we've received a very special invitation from a third grade class where they told us, "Come on over, Clifty Creek. We'd love to hear what you're working on and what does legato mean to you." So, not only are students immersed into that culture of language, but they're also becoming contributors to the community. They are sharing about their powerful um bilingualism and they're also sharing that with peers around our community. Um, our students had the opportunity last May or this

012May, I feel like it was last year, but it's still this year. Um, a couple days right after we finished our school year, we went on a week-l long journey, a cultural and educational journey to Puerto Rico, where myself and Myesta Alspar, our sixth grade teacher, took a group of uh, five, sixth graders to the rich country of um, Puerto Rico, rich in culture, rich in arts and traditions, cultural traditions where our students were able, as you can see in the images, to be part of Puerto Rico. They were part of the arts, the cultures, the traditions, the rainforest and of course we kayaked in the bioluminous bay. All of these opportunities are what is what is shaping our students now nowadays. And we're doing that collectively as a community. We are providing those opportunities

013for our students. And I firmly believe that through a dual language program within BCSSE, our students are being those next future bilingual engineers, bilingual doctors, bilingual leaders because we are providing them with the opportunity to lead one another, to learn with one another, and to dream. And of course, dual language is not only about language, but it's also about the cultural connections. We want our students to become more curious, to explore their surroundings, and become globally aware because that's what we always say. It's a gift of bilingual of a bilingual education. A gift of an education period is fantastic. But I truly believe that a full circle of it is when our students are able to learn in two languages, contribute to the community in two languages, and share who they are in multiple ways.

014The next slide shares our great um excitement this year. As you can see, our principal and assistant principal are highlighted in this slide because it's a great year for Clifty Creek. We have added our second section of prek. It's our very first time. For the past couple years, we've had a long wait list. Fantastic to hear. So, we wanted to make sure we provided every single learner with an opportunity to be part of a dual language program if that's what they desired. So, we now have two cohorts, two classrooms per grade level from preK all the way through sixth grade. We're packed at Clifty. Um 16 total classrooms. So, around approximately 340 students who are represented through the legado. And here are just three bright smiles of who is represented within Clifty Creek. A big

015community not only within our school but our district that is um continuing on into a journey of education through a bilingual lens. Now it doesn't stop there. We have continued our journey and our excitement through middle school as well. And the next slide you will see maybe one more so we can see the Tagert's picture. It should be there. Oh, it's not there. Well, Miss Tagert is there as well represented. But tonight we have our very special seventh grade teacher, Meister Alswell, who will share about her experience in middle school this far. >> Good evening everyone. I just want to start by saying how grateful I am to have the opportunity to be part of the planning process to bring Legato to Central Middle School. It has been really a wonderful experience. So students at

016Central Middle School are taking uh three classes in Spanish. I'm currently teaching uh Spanish language arts which the instruction aligns with ELA standards but emphasizes on writing, reading, and speaking. In social studies, I teach Indiana seven grade standards um but including language objectives to support that bilingual development. And finally, in our culture class, we extend what we're learning in Spanish language arts and we connect it to explore different um cultures around the world and find ways that we can impact our community in positive ways. And we won't stop there. So the next slide, oh there's C. She um we will be continuing into Columbus East High School. We have started some conversations with IU Columbus. We'll be modeling a little bit what Warsaw High School is doing across the state and there is a possibility

017with doing the college courses through IU that our students can graduate with up to 21 credits in Spanish by the time they graduate. So, this will be amazing. We'll be one of the first schools along with Warsaw to be able to do this and it's something that we're really working hard towards and I think it's really going to set us apart. Um, so that is our K through 12, well, preK through 12 pathway now. And, um, I just wanted to thank Wes, too, because we did put this together quickly and he helped us make an amazing video that I think really showcases our program. And as Caleb Parson says, I truly believe that being multilingual is a superpower. So, thank you guys. What questions do we have? >> Any questions? questions, comments. >> I have

018a couple questions, but um first of all, it it is a very impressive program and I am just thrilled that our students have opportunities that many many other students around the state don't have. Um my two questions, so I if I understood right um correctly, what's happening in seventh grade? So their math and science are in English. Um, so my question is, um, do they do they still have an opportunity to learn the academic vocabulary for math and science in Spanish as well as in English? >> Yes. Luckily, at this point, they've been in legato. Um, more an AD20 program. So, they start a lot of their education throughout the elementary years is in Spanish until it moves to 50/50. So, they've had math and Spanish, legato, and they have had science in Spanish. >>

019Okay. Thank you. And my other question, I have to ask a data question. Um that so the I read results are very impressive and I'm curious if there's at whatever grade levels. Do you have a way that you measure their reading and reading comprehension in Spanish as well? >> Yes, actually we do what we call the stamp test. Um and it measures according to actold standards which are world language standards and it's recommended by the state and we give students uh at legato they're taking it every year and at central they'll take it in eighth grade to see where we are before they take AP the next year but it solely focuses on the Spanish language and reading writing speaking and listening >> and I said two I have one more um I'm curious your

020the the students in the program do you know about what percent are native Spanish speakers and native English speakers. >> The exact percent I would have to defer to Gracie or Patrick, but we are what we consider a two-way dual language program. And in order to be a two-way, we try to stay as close to 50% as possible of both because that way you're getting the social language of the English and Spanish and playing off one another. >> Thank you. >> You're welcome. >> Other questions? >> Questions? Um, I just have one question as a reminder. Uh, how do people who are interested in entering into Logado apply? every spring. Gracie, December. Oh, thank you. In December, we will start putting out information for enrollment. >> Okay, great. Good. Thank you. And and do we

021have uh Oh, go ahead, Rich. >> I was just wondering, is enrollment open at every grade level or is it just on entry to the program? >> That's an excellent question. Um, as far as that, we do have some policies just because for English speakers, it is a little more difficult if they don't start by kindergarten, first grade at the latest. Otherwise, academically, it would be very difficult for one of those students to do well. Our Spanish speakers who move move in, sometimes we can put them in as it goes above because they would be coming in and needing the English anyway. >> And I'm wondering too, one of the earlier slides made a distinction between between being bilingual, biiterate, and bicultural or having those experiences or skill sets. >> What it may be nuance,

022but what are the differences in those three words? Bilingual means um well bilingual means we can speak and listen. So lingual link tongue and then biliterate is your academic so you're reading and you're writing because we do have students who are bilingual. Maybe they've grown up with mom and dad and they've spoke Spanish at home but they've never been taught academically how to read and write in Spanish. So we are looking at bilingual biliterate and bicultures just learning about one another's cultures. And then on this slide that we're looking at here, we talk about diction. >> The the map of the world with the stars >> in the different places. Yeah. I'm assuming that the Spanish spoken in all those different places is not exactly the same. >> Exactly. >> How do we as students

023are learning Spanish, how do we tell them, you know, it's not wrong what you do at home, but that's not the way we're going to teach Spanish here. >> I love that you asked that question. And that's a very important thing to make clear for our students and our teachers. Um, I'm very proud that we have that variety because when I took Spanish, obviously I learned more of a Mexican dialect and studied in Mexico. When I go to Spain, I get lost sometimes. Um, our students get the ability to hear from different teachers throughout an entire year. So, their ears will start picking up different dialects. And so, for our teachers, it's just knowing there is no right and wrong. There's no right and wrong English. People speak different. Like if Australia or England or

024the United States, you're going to hear different dialects of English. It's the same with Spanish. So, it's just an accepted going through. >> And then, I'm kind of hogging this, but you mentioned Warsaw. Are there other places that come and visit Columbus because they're thinking about a dual language program in their schools? >> Right now, we've actually been fortunate in the state of Indiana. I think it's maybe in like 40 to 50 schools now. So, districtwide, we had the dual language grant starting in 2015. So, we had 10 years of a grant to help schools start. So, most of Indianapolis now has dual language programs. Hammond, South Bend, up north, all the way to Lawrenceburg down south. So, you're seeing it all throughout the state. Um, we do share there's networking events every year that

025Indiana Department of Education puts on. We were blessed last year, and I I just throw this out sometimes because I'm happy about it, but MSD Lawrence actually started dual language in 1994. And they were always at the state, the school that everybody went to visit when they wanted to learn about dual language. You would go to Forest Glenn Elementary. They came to see us last year to learn a little bit about the amazing things that are happening here at Legato. >> Other questions? I I think we're good. Thank you so much for your time tonight. >> Thank you. [Applause] >> Okay, we will go through schoolboard member reports. Uh Mr. Schultz, do you care to get us started? >> No, there is no committees on my side. >> Okay. Thank you, Mr. Glick. >> Last

026Thursday was the districting and facilities uh meeting here and uh Mr. Stanner and I both attended. So, if I miss anything or he has something to add, he can add to that. Um, most importantly, it seemed like there's a lot of uh home or multihome uh buildings coming up in the near future. Unfortunately, most of them seem to be in the Schmidt district. So, uh that's something that we had to take into consideration further down the road when it comes to redistricting here in a couple years. Um, we got an inside look of what is proposed as the new footprint for Taylorville and the renovations there. Uh, so it's kind of interesting to see that. Um, other than that, not much else to report other than tomorrow is the wellness council. It'll be here in

027this room at 3:30. So, if you'd like to attend that, you're more than welcome. >> Thank you. um the the IU Columbus advisory board met on 8:13 for an extended meeting actually but um two highlights from that that I will share. One is their enrollment for this year is up. And another is um this year they instituted a um I don't remember the exact name for it, but a freshman week where they required all freshman students to spend several days in orientation to um they're they're working hard at giving it a feel of of a college experience that students might experience anywhere else. I have not had any meetings between now and the last session. Mr. Stenner, >> a couple of points um that stood out to me in the district and the facilities committee

028meeting Mr. Click started on. Um one involved the traffic calming project at 27th and all which is kind of in the middle of three of our schools. U and Mr. Bergman from city planning recommended that if you have any interest at all, drive up there, uh find a safe place to park and check it out while it's in operation. The other thing that he noted was from uh this past legislative session, and I didn't get the exact date, but I got the impression that it is the law now in Indiana that a school uh of any sort will be an approved use. uh anywhere that it goes. So, no more city county planning commission saying, well, this piece of property is not zoned properly for you to put a school there. Schools are now considered

029approved uses in any particular kind of zoning. So, that that was also interesting. And then u I took notes, but Mr. Glick talked about the number of developments Haw Creek Meadows on Midway. TWWG has a project 110 units called The Flats on 14th. Rubicon has two developments in downtown over a 100 units. Um, Wildflower Ridge by Arbor Homes, Dover Development on Rocky Ford, Chase Point out on State Road 46. Um, and then something up at Tanah Hill and 650 in the Taylorville district. So, real estate really does seem to be hopping. It's a very valuable committee that Dr. Boseman has put together that helps feed him. So, there are city plan people in the in the city county planning professionals in the room, realtors, developers, Mr. Bergman represents the city and sometimes city utilities. So,

030it's it's really helpful for planning purposes. >> Mr. Major, >> I I have nothing new. >> Good evening. Uh reporting back from Council for Youth Development. Uh next week is Spark Spirit Week. So, for anybody who isn't familiar with Spark Spirit Week, um the message from CYD is the goal of this week is to encourage youth to explore their interest and start finding their sparks. Do all youth in Bartholomew County have a spark? Do they all have caring adults to support them in their spark exploration and development? We believe now is the time to ask, listen, and work together so that every child, teen, and young adult can thrive with their own spark in their lives. So, I think the neatest part about this is we have our BCSC student youth ambassadors going out and

031engaging um at Central North Side and Hower over the next week um in the lunchrooms and then at some of the football games and volleyball games to engage with families and youth. So, if you're out and about, you may see some youth ambassadors say hello and listen to what they have to say. Um for the school foundation, we welcomed a new board member this quarter, local CPA David Dornfelds. We're really excited. uh and grateful for David and the expertise and knowledge he'll bring to the board. Uh the next meeting is September 25th and uh I promised deep I put out a save the date for the Wizards game which is Sunday, November 23rd. So more to come. Okay, cabinet reports. I think Dr. Hack Thank you, Mrs. Wen, school board members, and Dr. Phillips for

032allowing us to present to you this evening some inspiring data regarding our young readers in BCSSE. Standing with me today, Jenny Dmer, principal at Taylor'sville Elementary, and Jeannie Long, an instructional coach for our district. Let me start by saying that teaching reading is complex work. Children learn to speak naturally, but reading it must be taught. Literacy begins at birth with early social interactions and experiences. Dedication to this can lead to more confident readers. Comprehension, which is the goal of reading, draws on multiple skills and strengths, including a solid foundation on vocabulary and background knowledge, which is all built over time. This important work doesn't happen on its own. It happens because of the commitment and passion of staff who work and learn with our students every day. And at this time, I'd like to recognize

033those who came to celebrate with us tonight because they are doing this complex work called teaching reading in our schools. Please stand if you came tonight and you're part of our elementary team so that we can recognize you and thank you for the hard work you do in our schools and with our students every day. [Applause] If we could, we would have done one of those tunnels and y'all could have ran through that. That would have been fun. Next time, next meeting. So, let's get to the numbers that are finalized and shared by the Indiana Department of Education. Every second and third grade student in Indiana takes the I read third grade assessment, which which has three parts. foundational reading skills, which encompasses phonic awareness and phonics, phimmic awareness, excuse me, in phonics, non-fiction, and

034literature. We tested 841 third grade students on this assessment last year, and 751 of these students passed. So, drum roll, please. Thank you. Thank you. As this is 89.3% of our third graders last year passing. As you can see, it was a 4.3 percentage point higher than the from 2024. And we are 2% above the state average. 85 of the 841 tested had a good cause exemption, such as maybe being in the country less than two years or having an IEP. This is a real barrier and struggle for our students taking this assessment and one that we wish the state would recognize and adjust the scores for, but they do not. But if they did, we would have a 99% passing rate in BCSSE. And while it's not cohort data because we're not looking at

035the same students year-to-year, it is a good picture of the upward trajectory of our students in BCSC. What is happening with instruction and in our classrooms matters and so does the work being done at home when families read together each night. From a historical perspective, we are outperforming the state and working our way to that 95% passing rate goal that the state has set for us by the year 2027. This is an exciting slide for BCSSE. Not only are we making overall gains, but we are making gains across all subcategories for our students. This means we are meeting students where they are and helping them grow. You can see that in the last three years, we have made an increase of 14.6 percentage points for our students identified in the category of free and reduced

036lunch. 17 percentage points for our students identified as English language learners. And earlier we heard about the success of our legato program. In 2024, 76.4% of the third graders passed I read. And last year again, 94.7% of the third grade students in the Legato program passed I read. 15.9 percentage points for our students identified as students with special needs. Um increased by 15.9 percentage points. So more students are growing in reading in BCSSC. So this brings us to second grade and the growth because now we give the I read assessment to both second and third graders. The last few years have shown BCSSE students and staff continue to meet the high expectations set for them. When we look at last year's second graders compared to the year before, we see an increase of 12 percentage

037points. This means our current third graders started the school year already with a passing rate of 59%. A special note is that all of our third grade students participating in Book Buddies last year passed I read. Another positive point to look at when we look closely at our third grade students this year is that we have 124 fewer students considered at risk than we had the previous year. So as we reflect on our practices during the 2425 school year, we identified several key supports that were critical to the to our students growth. As you can see on this slide, one area I'd like to highlight is the focus on progress monitoring and targeted interventions. This intentional approach allowed us to meet students where they are and support the development of those foundational skills. Looking ahead

038to the 2526 school year, we are committed to improving their foundational literacy. One key strategy will be to use an additional diagnostic tool in grades K through three designed to identify very specifically where those skill gaps are for each of our students. This will enable our teachers to deliver even more targeted and effective instruction. Additionally, we are beginning to use the IDOE iLearn checkpoints for grades three through six in third grade. Each of those three those checkpoints include questions specifically aligned to foundational literacy standards. These checkpoints will serve as an additional tool to monitor student progress throughout the year and to inform instruction. We'd like to thank Wes Anderson for creating a video for us that highlights teachers, principles, and the work being done in BCSSE around literacy. Hi, I'm Laura Hack, director of elementary

039education for BCSC. I'm here to share some exciting news about I read scores. BCSSC saw 89.3% of our third grade students passing. This is attributed to the science of reading instruction and interventions happening in our classrooms and across the state. >> Here says my and under is a picture of the core. >> Not only did our third grade students show gains, our second grade students did as well. 59% of our second grade students have reading foundational skills moving into third grade. This is exceptional. So, thank you. Thank you to our community, our students, our staff, our parents for supporting early literacy, not only in BCSSC, but across the state. It matters >> here. Colin, do you have one? >> Italics. Everybody make yourselfalic. >> Good. At CSA Fadria, we actually saw a 44% increase from

040spring administration of IED 2024 to spring of 2025. So, we were super excited about that. It was an all hands- on deck um type of movement and we were really excited to see the results of that. >> It was a really um successful moment as a teacher and just as if I was their parent, I would be super impressed and excited for them. >> Perfect. Go ahead and highlight that he helped work work on his >> I felt over the moon for the kids because they put their heart and soul into all the work they did throughout the school year. One of my favorite parts is being able to tell the kids at the end that they passed and they just give me the biggest hug and we just really celebrate together because we've worked

041all year on this and it has been a process. So, it is very important for these third graders to have all the skills they need so they can be successful in the future. >> Especially at CSA FDA, Bookbies is huge. We had 100% of our students pass I read that were in Bookbuddies um which is I mean No coincidence. Um, you know, those kids are the right fit for the program. Um, and our program director is constantly working, um, side by side with our volunteers, making sure that they're up to date with science of reading and things like that. >> After they took the test that you could see that they were confident, they they finished the test and they had a smile on their face and it was really neat to see that their

042um, their efforts were noticed. The fun part comes after the kids, our littlest learners are learning their letters and sounds, but then they're putting those pieces together to become a confident, and fluent reader. I think it just opens doors for them. Uh they start to imagine the possibilities after graduation, after elementary school. Um and they can see themselves achieving those big great goals that they have. So that's that for me is the fun part to watch. >> Together, we're building readers, we're building confidence, and we're building a brighter future for each and every child. At this time, we'll take questions. >> We have questions. Go ahead. >> I I know that uh Dr. Deur has a good program up at Kazville and she partners with Silvin. How many other schools do we have that partner

043with Silvin as well? Actually, we've had a question just recently about that and the opportunities that Silvin bring to our students. And so, Jenny did pilot that at Taylor'sville last year. We've learned from Jenny and then we're opening other conversations with Silvin to see what those possibilities are. >> Two two questions. One one I'm a little bit afraid to ask, but but Jeie mentioned the diagnostic tool. I'm just Can you tell us a little more about that without getting into the weeds too much where I won't understand what you're saying? >> I won't. Don't worry. So we are using uh something called the core phonics survey and we learned about that through our partnership with the uh IDOE the cadre schools that we had the the trainings that they've gone to and we spoke to

044the person um that are represented from there and looked at what would be something that could very quickly pinpoint specific skills where our students have some gaps because if you can fill those gaps quickly then we're going to see that improvement go up. So with that we we look at just those students that we are seeing from our NWA assessment in K to2 depending on how they do then we are just giving it to those students based on that result. So not all of our students are doing that because we're looking for those students that have a gap so that we can fill that gap on a very specific skill like CVC words, our controlled vowels, short, long, long vowel sound words. So we are looking at that and it's a quick little assessment that's

045given individually by all of our staff members. I've given it I've gone to schools and given it. Uh Jenny has gone to in her school, she's given that a lot of our assistance. It's all all hands on deck to really get some very targeted information so that we can address where those where those deficits are, where those gaps are so we can immediately attack those and then continue to push them on um to get to get on to grade level. >> My other question is, well, you made me think of another one. So it it sounds like we still use NWA prior to third grade. Is that >> um and then from third grade on it's the checkpoints that has replaced it. So I'm curious if the checkpoints did you have to do some curriculum

046work and adjusting the order of things to fit the checkpoints? Did did that impact your the way the order we deliver our curriculum in? I guess >> so we do look at the checkpoints and we look at the standards that are being addressed at that time in that period and then teachers can adjust as need be or adjust to the students needs. Now remember we're doing not only whole group but we're doing small group and we're doing individual group. So we're really pinpointing what that child needs to give him what he needs that small group a small group of students but then what's the entire class still need to work on as a as essential standards. It does come to mind too whenever we talk about our opportunities for growth. We do know that there

047are students in our district that do move from place to place and so Dr. Phillips is really giving us a charge to think differently and be creative with that conversation. >> Thanks Dr. Hack. I um as we continue to see our iid pass rate and our graduation rate increase, that means the number of students that are not being successful continues to kind of compact. And one of the things that is maybe surprisingly consistent. As we look at those list of students both in third grade and then nine years later at the end of 12th grade, um the pattern that is coming about is that yes, there are some other defining characteristics, demographic characteristics like free and reduced lunch and or having a learning disability or being an English language learner. But the one consistent demographic

048is not something that the state tracks or that we have a good system for tracking right now and that's the number of students who move from school to school throughout their career. Even before the I read test in third grade, we'll have students that have moved from one school to another three, four, five times in that time frame. Um, one of our title schools this year had 19 students who didn't pass I read in third grade and only uh five of those students had been in that school since kindergarten without leaving. And so the passing rate if you applied that the passing rate if those students had stayed since kindergarten would have been north of 90% at one of our title title schools or right in that right in that range. So it's one of

049the things we're looking at. We don't have a good system for tracking it. Um and we don't have a good system for how can we control the things we can control. So we we can't always control if a parent has been a family has been evicted and required to move or relocated for work multiple times. but we can control when they come to our door. And so we're thinking about ways we can transition students from one building to the next and and help make that seamless and make them set them up for success. The other thing that I want to add is just the teachers that we all we all stood up for. Thank you, Dr. Hack, for for bringing that to our attention. We should do that more often. But I do want to

050recognize that even three years ago when that passing rate was 80.1, all of those teachers that were out here were working their tails off. And in that year as well, we're working really hard. But with students who haven't had their their development interrupted by COVID to an extent that the the students did then and with the interventions, the coaches, the support, uh all of those things in place, they're able to shine. So we're going to continue to see that number go up. Dr. Dr. Phillips, it' be interesting to see to your point about moving if we could at least maybe more easily monitor moves within the corporation. So, if they go from Mount Healthy to Richards, it should be easy for us to see that. Um, and then look at the performance inter BCSSE versus

051external BCSSE. It'd be nice to be able to show that our performance internal moving is better and the kids that are coming in might not have been at the same level. We do have better access to that data and we know at least where those students have been as they move. Um but we haven't even one of our barriers we haven't defined what a transient student means or or whatever we would label that group. Is it more than three moves? where is the point at which it dramatically impacts there. We don't have answers to that uh yet, but we'll uh try to find some partners to work with us to find it. >> Thank you. >> I was really excited when Dr. Hack talked to us earlier this summer about the new mentor program. So,

052just wondered if you had any updates or how that has gone so far. >> Sure. At this time, each of our mentors, we have two um retired teachers who uh graciously came back and working with us. They have six mentees a piece. And so, they go into those um classrooms, they help guide conversations, they help look at resources we currently have. They really are just that listening ear as well as giving them some sound advice from their own experiences. So, we've heard positives across the board. Um we will do an exit uh we'll do a check-in every nine weeks just to hear from the But the mentors are saying how powerful it is. But we do want to hear from those mentors. We want to get them just a little further down the track before

053we actually start asking some of those questions. >> That's terrific. Thank you. >> Unfortunately, with setting the bar high now that the teachers, students, and parents have done that, it's maintaining that. So, I'd like to wish them all the best of luck uh at staying where we're at, if not growing. Um two things, though. Um, you know, we we've talked about uh I know it's been mentioned, Dale's mentioned this a couple times, students are more than a score, but the scores are what we have to evaluate progress. Uh, now that we've kind of feel like the wheels are moving really strong in iid, it would be nice to look at iLearn and understand our performance there, especially against the state. And then I would be remiss as an engineer of not asking again um where

054we stand with math because part of being the STEM capital of Indiana is having strong math. So uh I just maybe sometime in the future if we can get an update on iLearn and uh our math scores that'll help us understand uh where we need to go next. >> We definitely know with the change in the legislation we will be looking a little differently at our math scores and our K to2. So it is coming for sure. It's on our minds. >> Thank you, Dr. Hack. Thank you. >> Okay, Dr. Boseman, >> I think you might have policy. >> Thank you all for participating tonight. Appreciate it. >> Think you've got uh policy review of Dr. Phillips first before the budget review. >> Oh, okay. Sorry. >> Just the presentation and the agenda aren't in

055sync. >> Okay. >> But this will be brief and happy to answer any questions, but you all received a email brief about this last week as well. So, tonight we have some policies on a second reading. It's actually technically the third, but others on a first. The when I touch my screen, it doesn't work. I have to use the mouse. Um the first group of policies are the three policies that we pulled out during the last meeting that were on their second reading. These three policies um number one, school sponsored publications and productions. We changed that to reflect consistent language regarding content that is banned because it is either obscene or harmful to minors. And so that'll become more and more consistent in the policies. Um E125 promotion, placement, and retention. We eliminated the statement

056that prohibits appeals to the board and then also the statement regarding skipping grades. Then H100, the school visitors and family engagement policy added new language from Indiana code. Uh and then also cut the repetitive language language from D1 175 about board staff communications. Those are all on the reading the second reading for the second time as well as up for approval this evening. Then on their first reading was the next package of reorganization. All of these were discussed during the board work session a couple of weeks ago. Um and then the additional policy revisions on the first reading. Two of these three were discussed also during that uh during that public works session. um one B150 on organizational meetings, board of finance and committees. That one was modified to uh clarify that the board committee

057appointments are nominated by the president and confirmed by a majority vote at that organizational meeting except for in an emergency. D150 clarifies that the superintendent appoints only non-board representatives to the district bargaining team. And then the uh third policy that was discussed there that is not up here after um the feedback from attorneys and the discussion during the board work session was and I'm I apologize I don't remember the number off the top of my head right now but it was the uh A125. Thank you. On um conflicts of interest for board members. The last one that is up there um is just an elimination. The teacher appreciation grant. We used to this time of year have to renew that as a requirement of legislation. When the legislature eliminated funding for teacher appreciation grants, changed

058it to a different structure. During this last legislative session, there's just no longer a need for a policy on teacher appreciation grants. So, that one is is up for elimination after the second reading next board meeting. Happy to answer any questions on any of the policies that are on first or second reading. questions. Okay, >> now we've got budget. >> I'll invite Mr. Berniger up here to give the um while he's getting settled. Um special thanks to Jamie and his work. He's been he's been spending a lot of hours putting together this workshop session for your review. um tonight now that he has a year under his belt, we thought we'll just give him a a challenging budget uh to tackle. So um so he'll introduce some things to you tonight that um a little

059bit out of our norm due to some constraints and challenges we have, but Mr. Berner has done a fantastic job and uh we we appreciate his work. So he'll go through the presentation and then uh between Jamie and Dr. Phillips, myself, we'll we'll do our best to answer your questions. >> Thank you, Dr. Boseman. Um have to admit a little disappointed came down crowd was huge. I'm like for me go awesome. No really appreciate everyone coming tonight and who's here because honestly when I was doing this at the city if we had three people beyond our media representative it was a huge crowd. So it's nice to see people interested in what's going on with our budget. Um the budget adoption process here at the school corporation work session is tonight where we'll go through

060the budget itself. We'll have the public hearing in three weeks. The adoption vote would then take place on October 20th and then by January 1, the Department of Local Government Finance will give approval to our budget. The budget is made up of five parts that you vote on. The education fund um which the revenue the biggest piece of the revenue is from the grant which is tied to our ADM count. The operations fund, the major source of revenue is property taxes which um the levy growth for the property taxes is set by the state and for 25 to 26 that growth is 4%. The referendum operating fund also a property tax based fund and the property tax rate is capped at um 1560 um and that was as part of the referendum wording. the debt

061service fund also property tax based. The levy is set at an amount to cover the debt service payments as well as a little extra. Um, prior to 2015, the reserve rate was at 50%. Bonds sold after 2015, we have a 15% rate. As Dr. Phillips and I like to say, that really doesn't give us anything, but that's the trend we're going. So you will notice our reserve level in the debt service fund has been shrinking over the last few years as we transition from pre205 bonds to more post 2015 bonds. And then the referendum debt service fund also um tax property tax based and the levy is set to cover those expenses. In the next two budget processes, the board will be asked to set the maximum levy, the maximum budget and the maximum tax

062rate. What we advertise is the maximum that the budget the budget can be the tax rate can be and the levy can be. We can reduce from that point but once we advertise that's the maximum budget highlights. We continue to invest in staff. loved hearing the the speakers earlier talking about how the success or the success that we've had from the operating referendum in maintaining teacher staffs uh capital investments we continue with safety infrastructure and facility maintenance and our goal of ours is always to maintain a tax rate that is below the state average for schools in Indiana. Now looking at the the meat of it here, the education fund, our revenue assumptions, again, the revenue is tied to our ADM count is the major source of that. Um we're looking at about a million

063dollar reduction in revenue for 2026 over 2025. Um part of that you will see um we have growth in the per pupil tuition rate. The state will tell you it's 4.3%. Dr. Boseman, Dr. Phillips and I will tell you it's actually 1.8%. % because hidden within that 4.3% is our curricular or textbook funding. They no longer track that separately. It's now a portion of this. So 1.8% growth for next year and then in 2627 a 1.5% growth and we are tracking our curricular funds separately um so that we can track how much money we have available to spend on textbooks. ADM estimates. Currently, we're looking for our October 2nd count. It looks like we're going to be down just under 200 students. Um the CVP count is staying about the same at 150. For February,

064we're looking at about a 100 student drop. That's typical. We range from 60 to 140 students every year from October to February. Some of that is early graduation. Some of that is just people moving away or leaving school. And then we're projecting October of 26 that that count will return to the 11,200 CVP count is um anticipated to drop about 10 students. Um we signify that because the virtual enrollment the CBP students we get 85% of state tuition support for those students. Global look at the education fund budget. Um, I highlighted here, you're going to see this slide twice, but on this one I wanted to highlight for 2026, we're looking at salaries and benefits being 97.6% of the budget. Last year, for 2025, last year, that's this year, um, it was 95.2%. So, just

065projecting a small increase in our salary and benefits jumps us up to 97.6% of our total budget is salaries and benefits. So, if we look to We have to make cuts. There's not a lot of room anywhere else to make cuts. Dialing down into the nuts and bolts of it. Again, state support due to that ADM count drop. We're looking at about a million dollars drop. Um a little bit of an increase in our other revenues. Part of that is tied to we've been really successful with our investments. Um but overall, um just over or just under a million dollars less in the uh revenue side. On the expenditure side, uh salaries going up a little over 2%. We're budgeting for that. Um benefits a little larger than that. Part of that is the direct

066tie to the salary increase. Part of it is the state is dictating an increase in our turf uh percentage give that we do. U professional services and communications are relatively flat for next year. you'll see a significant drop in supplies um expenditures and I'll get to that in our next slide. And then dues and fees are down just a little bit. Um significant um decrease also in our transfer to the operations fund. We're planning on only transferring 5.6 million for next year. This year we're transferring 7.9. We're allowed statutoily to do up to 15% which would be closer to 13 million. Again, looking closer at some of the changes, salaries and benefits are up just under 2.9 million. Tax supplies being down 322. That ties into the 1.78 that we're looking to move to a

067geo bond that I'll explain in a little bit. Um, some of that um last year we had a little over two million in tech supplies. Um, Nick is saying this year he only needs about 1.8 million. Um, copy paper, we're down about 42,000, which gets Dr. Phillips very excited because he really loves to move away from paper. Um, travel, um, we are zeroing down, uh, travel as related to professional services. If there's a grant, we want the grant to pay for that travel as well. And then again, the transfer to operations down 2.3 million. Overall budget expenditures down about 1.6 million. Um, looking at the geo bond, um, we are looking about 2.5 million of capital expenses, 1.8 million here in the education fund. You'll see in the operations fund about 750,000 of capital expenses.

068We are able to do this because we have decreased expenses in our debt service fund next year. Um by shifting this, we can make the capital purchases we need without affecting the overall budget causing any increases. Looking the operations fund revenue assumptions here. Again, the state dictates that the maximum levy growth quotient is at 4%. Um, we were at a little over 24 million for this year. That'll increase to 24 just under 25 million. The assessed value for properties within the Bartholomew Consolidated School System went up 1.5% to just over six billion dollars. Our tax rate is set by the max levy divided by that assessed value times 100. Um, but if you have an assessed value growth that is smaller than your max levy growth, your tax rate will go up. All things being

069considered equal. Again, we're looking at about one point um $1.5 million in reduction in revenue in um the operations fund. A big part of that um was the reduction in transfers from education to operations. But we also see even though the net levy is going up 900 almost a million dollars, our our net revenue from the levy is dropped $300,000 due to the circuit breaker that is a part of Senate Bill one. Um it hurts our this year we're at a little over three million in circuit breaker. Next year it's 4.3 million with 3.6 million of that circuit breaker going into the operations fund. Mr. Brener, can you again define circuit breaker to make sure we're all >> following that appropriately? >> Property tax caps. Um, properties, uh, residential properties are capped at 1% of

070their value can be the taxable amount. 2% for commercial and 3% for industrial. Tony London's going to correct me if I'm wrong on that. Um once you reach those caps, any tax um bill that you would have over that amount is not paid. It's a cap loss to us, to the city, to the county. And for us, the tax caps again are going up from just over three million to 46 million next year. 4.3 million, sorry. Graphically, um the first eight years of the property tax cap process, um the school corporation um would have reduced revenues between one and one and a half million. For four years, they were between one and a half and two million. And then over the last few years, um they've been consistently over two million. And from this year,

071it went again from 3 million to 4.3. the operations fund budget. Um, looking at it a little bit globally. Again, our property taxes, the levy is going up about 4%. The circuit breaker though increased 50%. Um, we do have a little bit less in transfers, which drops that 15%, but overall we're looking at a revenue drop of just over 4%. This is going against our expenditure expectations of an increase in um 11% in salaries and benefits. We are dropping professional services slightly as well as repairs and maintenance. Uh communications are relatively flat as our supplies and utilities, property and equipment is significantly down and we'll discuss that in the next slide. Overall, an expenditure budget reduction of nearly $5 million in our operations fund. We're doing this with an expected increase in salaries and benefits

072of $2 million. Professional services, we're reducing that by about 60,000. Repairs and maintenance. We looked over the last couple years how much we were actually expending. Um so we were able to reduce that by 1.3. Brett is going to hold my feet to the fire if we get close to that next year. Um telephone. Um we are no longer We have switched to voice over internet and so we have reduced expenses there of 61,000 software. It's um some of our um software contracts have gone off. We're not renewing. Some of the newer contracts we have are at lower cost. So Nick was able to reduce that ass by 126 mill 126,000. Would love for it to be a million. Um travel mileage. We've reduced gas and lubricants. Again, we looked at the three-year history of

073there and we're able to reduce that by 80,000 electricity um due to the great work of our energy savings group. We're looking at reducing that by 148,000. the building and improvements. For those of you who were on the board last year, we you will remember we made a conscience uh decision to have a negative budget of about four million because we had very solid reserves within our operations fund. With that negative spending, we took $2 million and did security cameras across the school system. Rather than budgeting that over a four-year period, we we bit the bullet, did a two million so we could take advantage of bulk buying. Um, another thing was the turf that has been discussed multiple times and um, some other reductions due to envision 2030 with the fact that the reconstruction

074is and remodeling is hitting nearly every school. We're able to reduce some of those capital expenditures because those schools have either been renovated or on the books to be renovated in the next couple years. And then uh we will look to move bus and some of the tech capital also to the geo bond. There is an asterisk down there for the athletic trainers. That contract comes before you this evening. Um we're not quite sure. We're still in discussions if we're going to put that in this operations fund budget or in the referendum operating budget in the safety and wellness portion of it. As I mentioned earlier, we have savings in our debt service fund over 25. It's about $3 million less. That includes the lease rental uh bond that you approved in August of 72

075million that we're taking uh for sale here in the next couple weeks. And then the GEO bond, we're looking at doing a 2 and a half million GO bond with 250,000 in interest. That's anticipated. Um the payments on the principal and interest are both estimated on the um lease rental bond and the geo bond from our financial planner, but they've been spot on on every other bond we've done with them. So we anticipate those payments are going to be correct. And again, a savings of about $3 million um in our debt service fund, excuse me, the high school debt service fund, that is the referendum bond that worked for the high school work back in 2010 to 12. Um, it's almost flat. It's about an $18,000 increase in expense from last year to this year.

076The referending referendum operating fund is going up about a million dollars, a little over 11% dialing down into that. 282,000 of that is teacher salary and benefits. And that, as was pointed out earlier, that's a great thing. Our teachers want to stay. They feel wanted. They feel loved. They're staying. We're going to have that increased cost. Support staff and salary going up 265,000. Again, they're staying. They feel appreciated. Um in the safety, security, wellness area, salary and benefits, that 372 is for the school safety officers that were approved earlier this year, back in July, I believe. Um professional services, that's our contract with Bartholomew County and the city for the uh police and sheriff deputies. We have uh property equipment. Uh we will have a slight increase in the uh uh referendum's share of buses.

077We have reduced the supplies budget by just over 20,000. And then the STEM salary and benefits are going up about 49,000. And again, it's asterisk down there because where we put the athletic trainers, we're still in discussion. We will be sure and make that a point when we bring it to you on September 29th. So you know where we're putting those. The budget summary 25 to 26. We are down about um sorry my glasses don't work that well. Is it 8 million? Yes. A little over 8 million or 4%. Um our estimated ending cash for 2025 for these five funds is 27.4 million. Remember though, when we're talking operating funds, that's our education operations and referendum operating fund. The two debt service funds, those monies can only be used for the debt services, those debt

078service payments. Um 26 budgeted revenue to expenses were about 900,000 in the red there. So from a 27.4 million expected ending cash in 25, we're expected to be at 26.6 6 million at the end of 2026. This is something I wanted to put together after you approve the uh cash reserve policy. It points out where we've been in cash reserves since 2016. Um first the three on the left are our operating cash uh operating funds. We started back in 2016 at about 7 and a half% reserve. grew all the way to 18.7% in 24. Um part of that was um with the co we did have co with the covid um with what was taking place during covid we had reduced expenses in operations um we had that growth up to 18.7 there was the

079um planned reduction in the operations fund of four million so you'll see between January 1 of 25 to January 21 of 26 we see that going down just about $4 million and then With what we are proposing in our budget, um we will be at about 14.6% reserve, which stays within our targeted range of 13 to 19% of reserves. Our next steps after questions, the public hearing on the 29th, vote on October 20th, and then the GF approval by January one. And I'll be happy to answer any questions anyone might have. So the last slide that you showed, slide 20, is there any way that we get that for future reference because it's a little different than what we have >> and oh thank you for pointing that. I apologize I added >> I think

080the only thing that's missing is 2027. So those numbers added that's whatever but >> correct. >> Yeah, I will send this to you this evening. I apologize. Thank you. >> On that on that same slide, can you remind us of the policy range that we just approved, >> Mr. funds, reserve funds within education operations and operating referendum. We wanted a target range of 13 to 19% of budget so that we would have two to two and a half months of payroll available in those funds should something come up where revenue did not come in. >> Thank you. >> Other questions? One of the one of the concerns I have is uh if you look at our I look back at some of the old September files that were sent and in 2023 the estimated ADM

081was 11366. Last year it was 11376. This year is 112. So that's um roughly 166 170 say it's 170 less from 2023 in today's dollars at that 7071 you said it's uh just under 1.2 million. Do we understand why we've lost 170 students? The main reason is the lower birth rate in this cohort. So the vast majority of that is the difference between the size of the outgoing senior class that graduated last fall and the incoming spring group. There's sporadic changes in other grade levels here and there, but that's the that's the overwhelming majority in the number. >> Do we do we expect 166 to grow to 200 to 225 to which what's the expected trend to that? um slight well this was not projected by our demographer this giant drop that's that's what that's

082ultimately where I'm getting at because 21 to 31 there was a roughly 4 to 600 decrease and I think this is greater than what that was projected and so my concern is is do we feel like this is a anomaly or do we feel like that might be s and we hit that number sooner because the the the larger the decrease in ADM obviously that's tied directly to revenue, right? And so I want to make sure that we understand that um because that's also tied to everything revenue pays for >> I think I can trust my feelings on that. So, we're going to reach back out to the demographer and say once we get once it's official in three more weeks the count and send it to her and ask her to give us an

083update on what this what this giant jump and I don't know if it's just making up because the prior three to four years we were supposed to see a decline and we didn't. We saw an increase or uh one year I think was almost identical from one year to the next. >> Last two years actually went up from 23. it went from 366 to 376 and then this year is when it really made the drop. >> And so we need to check with her and see if she can tell us what the why is and if there are new projections for the next five to seven years >> because the other piece to that is is you know Tom and Rich both mentioned all the new developments. So I would like to think that we're

084attaining a high percentage rate of receiving those kids in our schools versus going elsewhere. So, I was I was worried about that. And uh I think the other thing that just stood out to me to be unexpected. Um I mean, a couple couple meetings ago, I asked if we could look at cost savings, and you're showing significant savings, but is that savings really savings? You mentioned a geo bond. I don't think we saw that. So when when when we talk about this there's expenses regardless of the path of revenue what is the total expense expectation from for this next year because I think this year our budget was 168 so is what's our number for 2026 with with all funding included >> for 2025 you'll see it's 176 for 2026 we're looking at 168 So

085it is a reduction in 8 million there. Part of that is the 2.5 we're shifting to the geo bond which would take us to 171 which would still be down $5 million. >> So the only reason why I ask is that maybe I'm wrong but I I could swear that our approved budget last year for 2025 was 168. >> I got this from the 1782 notice. So I might have had the wrong number. If I had the wrong number, 176 is way higher than what I thought it was. So >> So if you actually are going down five million, that's great. So and this does not include the obviously not started yet negotiations for teacher pay. >> Correct. And that's a joy I've learned from going from municipal government to education. Um, in the municipal

086world, you know what the salary raises are going to be for the next year. Um, I think Dr. Phillips pointed out to me two years ago when there was the negotiation after the budget passed came back because of the raises that were then put in, there was additional appropriation made in 2024 um for those expenses that were part of the negotiation. Um, right now we've got a little bit of growth built in there. Um, hopefully it's enough to cover because of our revenue constraints. >> And then I think the last question I had was uh pertaining to operations. Are we looking to increase our number of employees in the operations realm? >> No. part part of the part of the salary increases you see in there are due to the fact that we are fully

087staffed. You've heard that I think as a as a trend that our custodians are fully staffed and haven't really been before and we're very near with bus drivers. So, but no, we're not looking at adding additional positions if that's your question. >> To to the spirit of fully staffed, could you for us go back in time? Maybe not not today, but just for better background and help us understand like how much not fully staffed we were. Because if you said we were not fully staffed by 50 people, then obviously the 11% is increasing because of 50 people. But if you said it was because of three people and that's what when I saw it I was like whoa wait 11% um cost of living based on the social security administration in Columbus Indiana the average

088person was getting about two and a half%. So how do we justify an 11% bump for administrator salaries or or operation salaries whatever is included in that. if the average taxpayer is only getting two and a half. And so it just when I saw it, I was like, whoa, this is uh this is very aggressive. And so I just I if you can help us understand how much of that is filling to your limits and how much of that is actual uh you know, is it is it a 3.8% adjustment for salaries? I If if you still if you tell me it's 8%. I I still think that's unrealistic. >> Yeah, it it's a really good question. So, it will not be 8%. The So, that's that 11% that you're referencing is based on expenditures

089that we've had. So, Mr. Berniger runs a budget. He'll run um back five years, I think, on operations um for those projections. So, those those are based on expenditures over those past five years. Um we don't we don't decide what the classified so the classified employees just received they are a year in the rear of the CBA folks. So they just received their 3% increase July 1st. >> Um and those typically um mirror what we agree with the teachers association on their increases. Same for administrators typically. Um so that's to be determined still obviously because we haven't done that process yet. Uh, but I can assure you it won't be an 11% or 8% salary increase for for employees on that side. >> If you could help us understand that, be appreciated. >> Absolutely. >>

090I I think there's some pros and cons. We Mr. Major touched on the geo bond. I talked to Dr. Phillips about that earlier as well. Can you talk about the pros and cons of doing a $2 million geo bond right now and what that would mean if we didn't do it, for example, to cash balance and why we're considering it for next year. >> Yes. So, we've done this this strategy. It's really a one-time kicking the can down the road of the one-time cost, not connected to uh not connected to personnel. So, you can only borrow you can only borrow money as a school corporation to pay for u to pay for capital. And so, in 2018 and 19, we did that. We bought buses one time and then we bought technology like proposing u

091would be the case this time because we were it was just a tight budget year that year. The the result of that is you turn around and pay for it in 2027 out of your debt service fund and so you're paying some interest for that but because it's just a one-year loan. It's not a it's not a 20-year mortgage kind of payment level. So, it costs you some money in interest, but it retains some of your cash in your operations fund to allow us to stay in the in the recommended range based on the policy of that 13. It does not correct that 13 to 19%. I'll finish my sentence. It does not correct the structural deficit in place for the number of people in continuing to invest in those people versus the declining revenues.

092And so there will need to be other solutions as well, but it does just allow us to retain that two and a half million in cash in the operations fund for future use. Moves the expenditure over to the debt service. >> I have a couple questions uh on the education fund. If you can go back to that slide, you put at the top that uh the grants and I believe everything other revenues is now up year over year. So does that mean we've recouped? >> Can you hear me? >> Nope. >> Oh no. On the other revenues you have um looks like grants now going up year-over-year. So are we recouping all those? There was multiple things in the republic that you know we were short. It looks like now year-over-year on the grants were

093now up. >> Yeah. Um within this is grants, interest, fees, and federal monies. The the biggest jump there is in interest. When Dr. Phillips, Dr. Boseman and I very conservative when we estimate our revenues. Um for the past few years, we've been estimating about half of what our actual interest income has been. I bumped that up to three quarters of what we expect to be and that's what that increase is. >> Otherwise, >> just they're flat. >> Also want to be clear that grants line is just specific to the state grants that we get for uh career and teched C4 special education students from state funds. That is not federal grants like title one, two, three, and four. I know it's confusing that there are some state grants and there are federal grants, but it

094is >> because it said federal right there. That's why I was confused. >> That is federal revenues. We get >> we get about $200,000 a year for um Camp Adterber's from the federal government from their taking away that assessed value from the community. That's what that represents. >> Real quick to tie to that, the city usually gives a million or so for C4. Is that a gift or would that show up here in a grant type area? >> That is we track that in a separate fund completely. We track it separately because we expend it specifically from a fund to show that what we're getting is what we're spending. >> And then on the referendum, does the referendum work around the circuit breaker? Is that how I understand? Because it's going up much faster than

095the circuit breaker would allow essentially. >> Correct. Correct. >> And then on this budget, just to get clarity, um I know we talked about a prek shortfall in state funing. I think it was around $200,000. Is any of that included in this budget? >> Only in that. So, the question was about prek. >> Um, it's a long story, but years ago for students who were in prek that had an IEP, those students used to go to other preks in the community. Prior to BCSSE having an all day, full day prek program in all of our schools. Uh at the time we used the line transfer tuition um and we actually paid those other schools tuition for those students to attend. So could be first press or someone else that operates but that was the case

096across several preks. When we then had our own prek buildings um the decision was made at the time, hey those students could just go to our prek and we don't have to spend that money from the education fund to pay for that. Um that went on for several years until we started looking last year at uh the number of those students and the percentage of students with IEPs that are in those classrooms and the fact that they weren't paying any tuition. Um and so now this budget includes uh money to pay for the prek students who are attending our full day prek program free of charge because they're we're required to to have them in those programs by law. >> Okay. >> Sorry for the long explanation. So, yes, kind of. >> Yes. 200,000. >>

097Okay. I apologize. I don't know what's going on with the mic here. >> You just have to speak directly into it. >> Apparently, I'm I'm missing out here. Um, the other thing I had was similar to Mr. Major's call outs was I would like to see over, let's say, five years since COVID 2020, the average total revenues per student. It's it's hard when we're looking at ADM going down and we're looking at budgets and everything's driven. And I understand the education budgets there, but the most of the growth and I know what I've hear from the taxpayers is the property taxes which isn't shown per student. So the revenue from the operations fund per student has grown much faster than the education fund at least from the state from the data that I think was

098provided by Dr. Phillips a while back. Um and then some concerning things that I saw as well was over this last five years we're down 12% on births. Um, according to some publications, I believe in the Republic for Cumins, they're down about 20% on employees in the Bartham County area. Um, BC like our per capita incomes down are only up 16%, but total funding with all these operation revenue increases, the referendum, and the education fund were up about 40. Starting teacher salaries up 30%. I'd like to kind of look and see what's going up above this average because it looks like our investments are far outpacing what we're seeing in terms of both births and um our largest employer shrinking its presence here is a concern for me as we're looking at trying to project

099out especially with envision 2030. So, if we can kind of look if we can look at some of these categories over I see some of them are shown since 2020, but look at each category and get a budget file that would show that in the at the theme level, that would be great. >> I'll get some put together and get to you and let me know what else I need to tweak. >> Questions? Nicely done for your first time, Mr. Brener. Thank you very much. >> Thank you all very much. >> Good evening again. Just the one slide from me tonight uh to give you an overview on the contract you have for consideration for athletic trainers. um a few notes and I'm happy to answer questions. First of all, I want to um thank

100Columbus Regional Hospital and the Columbus Regional Hospital Foundation for their excuse me, their support of BCSC for many, many years. So, they provided um at no cost to BCSC athletic trainers for our student athletes who have uh literally helped thousands of kids over the course of many, many years. Um and that's been a great partnership for us. So, we're appreciative of that. um understand that there are times of change and we're we're adjusting with those times. Um but do want to publicly recognize and thank CR for their support over the many years. Um our process um since we've been uh made aware of some adjustments late this summer. Want to thank Kelly Thompson for her work in spearheading uh the organization, reaching out to other partners that were interested. um all four trainers, McKenzie, Michaela,

101Chance, and Kate at the high schools um that have been involved in this work and given input and feedback, the athletic trainers and both building principles. Our goals, um starting this this whole um this whole thing was to have little to no impact or change for our kids. So the the phrase I used was whomever is wrapping a kid's ankle on Tuesday may have a CR shirt on and on Wednesday it's the same person wrapping the same kid's ankle and he or she may have a different provider shirt on. Um but little little to no impact on on the student athlete and then fiscally um as least impactful on BCSC as possible. Uh so what you have in front of you for consideration this evening is a one-year proposal from Franciscan to provide support for

102um all four athletic trainers. Uh the same athletic trainers that will be their choice of course because they'll be they would become employees of Franciscan versus CR. Um they've already been having some onboarding conversations to get their questions answered. But you have a one-year agreement for your consideration at the cost of $140,000 um from Franciscan. The um there we have a couple of trainers here this evening and I appreciate them um sticking this out for an hour and a half or so, but um uh from what I've heard from them is uh some additional professional development that they're looking forward to through through Franciscan and and better opportunity um down the road for all. So, um, within that agreement, uh, you can read the details and I can answer questions as best I'm able. Uh,

103there is exclusive marketing as part of that, as you might assume, um, Franciscan's been great to work with. So far, we're looking forward to, um, make taking the next few steps here. So, we will evaluate this late spring, early summer. Again, it's a one-year agreement and uh we'll get feedback from our folks, of course, and with the Franciscan team and and look forward to uh see if that's expanded upon in the future um and so on. So, happy to answer any questions you have or of the process or of the contract itself. Can you you talked about wrapping ankles as an example, but could you just in a few words describe the overall scope of work like what we do with athletic trainers today and then the assumption is it will be the same with

104a different provider. >> I think I just all I know is they wrap ankles. That's all I know what they do. >> Uh >> if you want me to feel this as a coach, >> Mr. Glick, that would be fantastic. I'll I'll pick you up after you uh run through it. >> I spent a lot of time in the training room. Um there's a lot of care that goes in uh to athletic trainers um preventative medicine and uh long-term care for recovering from an injury. So it's not just necessarily taving ankles. There's onfield uh rapid medical coverage that happens that they can provide that will essentially limit the amount of injury uh recovery time because sometimes kids like to play through it. We're dumb, we're strong, we're going to play through it. Uh but there's

105long hours and a lot of dedication. They provide after hour care in terms of whirlpool uh recovery. When I played in college, there was a requirement that we had to take ice baths after football practice when we were doing two days. That's some of the stuff that these uh caretakers provide. And it's kind of unequivocal to lose these people and I think this is definitely a great step forward to make a partnership with Francis. >> Thank Thanks, Tom. And sorry, Kate and Chance for my poor joke there. That was that was a poor effort on my part. Um so from my own experience as a dad, they work with my kids directly. Everybody else has the same story. Um the biggest I think concern when the news had come out about CR's um adjustments were

106um what would happen to our trainers because they they have deep relationships with our kids. There are there are hours and parameters within the contract that you um can look at to see what when they travel, what hours they come in, that sort of thing. But they they exceed those hours. They're with our kids all the time and make themselves available um day or night and and see kids when they have passing periods and such to um to again make make sure that they're able to play safely and follow up care on Saturday mornings and getting them to the right provider and everything. So there there there is I appreciate Tom's comments. there is a lot to it um and and a lot of comfort at least from our standpoint that we can again just

107continue that service um with with another provider um you know a day apart or so. >> We appreciate our Franciscan potential partners being here. Are there any questions the team has for them since they've traveled? >> No, I I I don't. I grew up in Teroot and luckily there we had Indiana State University. So, it's a little bit different thing. When we started to hear more about what was happening, the first thing I thought of is where are we going to get qualified people that can be athletic trainers here in Columbus? And so, I do appreciate uh what what has happened here. We've got a good relationship. It looks like we can build. Um my only question is we we we found money. I'm just curious how we found the money and is there what

108what is it that we're displacing to make room? >> Yeah, it's a good question and that was the actually Mr. Berniger had that noted on his presentation in two places of uh we don't know yet. So that'll be incor incorporated in the budget u he mentioned it'll be either in the operations side um under our contracted services accounts I would assume or if the choice is to do that through safety welders through the operating fund but um so we'll still to be determined but um to your point u not not providing that is not a choice so it's one of those um expenses that we need to provide and we'll uh we'll bring that back to you with at the next uh um during the public hearings. No questions. All right. Thank you for being

109here. Thank you, Dr. Boseman. All right. Public comments. Um, so I'll I'll say again, maybe in the interest of being redundant, if you would like to speak at a board meeting, um, you can always do so. There's a blue sheet when you walk in the door. Um, and just just sign up. Everybody does get three minutes, and there's a timer there to help you stay on track. Um, if a point has been made that you're going to reiterate, you can just say, "I agree with so and so," and not speak. That's up to you. You can do that or you can take your time as well. Um, we ask that you don't say um specific students or staff members names just to be um thoughtful and respectful. Members using specific titles is the same thing.

110So, don't say the principal of so and so as an example. That the same thing. Um, and I do ask for no cheers and jars from the audience just because that can be very overwhelming. It can be intimidating for people to come and speak. So, um, if you really appreciate what someone said, please just talk with them afterwards. Or if you disagree, same same thing. Okay. All right. So, first person I have on my list is Miss Amy London. Okay. Miss London has declined. Uh, next I have Mr. Nick Cable. Good evening. Uh, my name is Reverend Nick Cable and I'm a member of Hooser Action Columbus and the minister of the Unitarian Universalist Congregation of Columbus, Indiana. I'm a taxpayer and a parent of two children, one of which attends the BCSC Legato uh,

111Spanish immersion program and the other who will start there in preK next year. I just want to give an extra shout out to Legato this evening. I'm here tonight as a BCSC parent and as a member of Who's Your Action. Who's Your Action is a grassroots community group that works to works on issues that affect the lives of everyday Hoosiers here in Columbus. We are focused on public education. I'm committed to the work of Hooser Action because I love this city, our community, and I believe in our future. My wife and I looked closely and thought deeply when we were deciding where we wanted to settle down and start a family eight years ago and Columbus won out over larger cities in various Midwest states in part because of this school corporation. I wanted to

112know what the vision, mission, and core beliefs are of the learning community my future children would be a part of. And I am so grateful now eight years later that we chose Columbus. Additionally, as a graduate of Milwaukee public schools and the son of an MPS special education teacher, I want to celebrate the hard work and love of our educators, administrators, and school staff and all that is poured into our children and youth in this community. Being a part of your Action has been a way to add my voice to those of the wider community who want, as you all do as schoolboard members, what is best for our children. Recently, as an organization, we have been in the community talking to hundreds about our BCSSE schools, and the themes that have come up have

113been very compelling and consistent. Here are just a few. How do we support teachers so they can do their best work? What is the most efficient way for schools to partner with families? And what are the most critical resources students need to succeed? As a part of this work, we're going to be hosting a public listening session on October 2nd from 6:00 to 8:00 p.m. at St. Paul's Episcopal Church. And all of you are invited, as we've invited you uh prior to this meeting, to attend. During this listening session, we will dig deeper into the themes we've been hearing from the community to uncover the most pressing issues that we can work on together. By attending this event, you will have the opportunity to listen to the voices of dozens of parents who, like you,

114are concerned about our future. Together, we can envision a BCSC that plays a central role in the overall success of Columbus and its residents. There is work to be done, and now is the time to start. And so, I please hope that you will accept our invitation to attending the listening session on October 2nd. Thank you. Thank you, Mr. Cable. It's okay. You tried to keep it down. Appreciate it. Uh, okay. I have Lauren Parsons. Good evening. Uh, my name is Lauren Parsons and I'm a parent of a student athlete at Columbus North and I'm also here tonight informally representing the North football families and I hope to answer some of the questions we had just a minute ago. So, um, I'm speaking this evening to express my strong support for maintaining and strengthening the

115role of certified athletic trainers in our high schools, particularly in support of student athletes involved in high impact sports such as football. Athletic trainers are not simply assistants on the sidelines. They are licensed health care professionals trained in the prevention, recognition, treatment, and rehabilitation of sports related injuries. Their presence is critical to ensuring both the immediate and long-term health of our students. Nowhere is their expertise more vital than on the football field where the physical intensity of the sport places athletes at elevated risks for concussions, orthopedic injuries, and heat related illness. Without a certified athletic trainer present, these injuries may go undetected or be improperly managed, leading to devastating consequences. Athletic trainers make the split-second decisions that can mean the difference between a manageable injury and a career ending or even life-threatening situation. They are

116also invaluable in developing and implementing emergency action plans, monitoring hydration and heat safety, and serving as a trusted liaison between coaches, parents, physicians, and school staff. My own family felt the vital role of the athletic trainers last August when our high school son sustained a serious injury on the Columbus North football field that ended his season. The athletic trainer professionally assessed the injury and maintained contact with us throughout the weekend as well as the rest of the season. She and the other athletic trainer worked with our son almost daily in his recovery and rehabilitation and we believe their support resulted in faster and stronger healing. Beyond injury response, athletic trainers play a proactive role in promoting student well-being. They guide safety return-to-play protocols, provide preventative taping and treatment, and educate student to athletes on proper

117conditioning techniques. Their holistic approach keeps students healthier in the classroom more consistently and able to pursue the sports they love with reduced risk. In an era when schools are rightly focused on student safety and mental health, eliminating or underfunding athletic training positions sends the wrong message. It suggests we are willing to compromise the health and safety of our students even as we ask them to give their all on the field. I urge the board to continue investing in certified athletic trainers for both high schools. Doing so demonstrates our district's commitment to excellence, safety, and care for every student athlete. Thank you. >> Thank you, Miss Parsons. >> Tony London. Hello everyone. My name is Tony London. Two weeks ago, this very night, I was at home around 7:30 uh when my phone started buzzing. It

118turns out I was being notified that my name was brought up in your last board meeting. I believe it was a work session. Now, that in and of itself is not unusual, but the context in which it was used in that meeting was incredibly unfortunate. During a conversation about the school board's policy regarding conflict of interest, it was implied that I, along with my wife Amy, were breaking campaign finance laws along with a few other laws by making some kind of backroom deal with certain schoolboard candidates to receive teacher pack money if they funnel that money to my business. I was stunned when I saw the video. They actually said it out loud in a public meeting. Let me be perfectly clear about their implication. It is 100% false and a figment of your imagination.

119I was and I still am beyond offended by the blatantly defamatory comments made by some members of this board. It was classless, irresponsible, potentially destructive, and most of all, just wrong. Not only was it wrong, but the fact that one of the offenders is the leadership of my own party, I find impossible to reconcile. For that reason, I've called on that member, whom I won't name, showing them the respect they failed to show me, to immediately resign from that leadership role, and publicly apologize to me and my wife for his public and slanderous comments. I've been in public service and elect as an elected official for five years and I'm extremely proud of the work I've done for our community. My wife Amy, she doesn't deserve. My wife Amy has been a special education teacher

120here for going on 26 years and I am beyond proud of the work that she does for students and teachers. I've been in the business I've been in business for 34 years and I'm equally proud of the work we've done in that regard, too. Even though it is a small part of my business, I've been printing campaign materials for most of those 34 years. I print for all parties. In business, I don't play favorites. Any candidates who come to me here will hear me say the following. I will give you a great product, service, and price. But please understand, if your opponent comes to me, I will give them the same promise. Let me reiterate, in business, I don't play favorites. As a matter of fact, one time I actually printed the signs of the

121signs and shirts for my own opponent and I did too good of a job to because he won. Listen, the school board is a sacred trust with very serious responsibilities. The people who sit on this board need to understand that and remember you have a microphone and the ability to do just as much harm as good, maybe more. Some of you attempted to use me, my wife, and my business as a pawn in your attempt to further your own agenda, and you didn't seem to care where the chips fell. Fortunately for me, no one with half a brain believed your nonsense. To those of you who already reached out to apologize, thank you. For the rest of you, my advice is this. If you have an idea you would like implemented by this board, but

122you don't have the support you need, don't lash out at those who disagree with you. Try having better ideas. Thank you for your time, >> Mr. London. >> Move on to approvals. Thank you, Miss Wen. First, we have for you approval of old business, the minutes from the regular school board meeting on August 11th, 2025, and the minutes of the board work session from uh August 25th, 2025. I request approval of old business items 6A and B as presented. I move that we approve items 6 A and B, minutes for the regular school board meeting and minutes for the board work session. Second. >> Thank you, Mr. Non and Mr. Schultz. Are there any comments or questions on item 6 A and B? >> Okay. All those in favor of approving item 6 A and

123B, please say I. I. All those opposed, please say nay. Motion carries 70. >> Thank you. I now come to you with items 7A through 7 I. These are approval for new business, supplemental contracts, field trips and professional leaves, school fundraisers, and claims and payroll reports. The item 7D claims and payroll include the September 8th docket and claims pre-run claims and two payrolls between July 14th and August 22nd uh for a total of just under 3 point sorry 6.4 million. Now this one's not my fault. I'm going to say the right number. Item seven E is the title three part A grant application, the federal grant. Item seven F is title one part D. And then also there's a conflict of interest file formed. Um you feel free to share. >> Yeah, I can speak

124to that. So, um I have as I've sat on the board in my second term, I've always worked for Cummins and when a um decision has come up about purchasing buses, I've um abstained from that. Um it's not a true conflict of interest, but just in interest of propriety. Um my role at Cumins has changed. I used to work in the pickup business very far away from buses. My role is now to work directly with buses for Cumins. And so I am filing a conflict of interest form because I am working on the bus account and will still um abstain from voting uh on buses as I have in the past. Thank you, Miss Wen. And then um item 8H is the contract with Franciscan to provide the athletic trainers as presented. And then again

125item seven, sorry, yes, seven I are the three policies on the second reading from earlier this evening. I request approval of items 7A through 7 I as presented. >> I move that we approve items 7 A through 7 I at this time. >> Second. >> Thank you, Mr. Glick and Mr. Nalen. Um, any questions or comments on items 7 A through 7 I? Okay. Thank you. All those in favor of approving items 7 A through 7 I, please say I. >> All those opposed, please say nay. >> Motion carries 70. >> Good evening, members of the board. The human resources recommendations consist of one retirement, three resignations, two appointments, and one leave of absence. The special contract recommendations are also presented for approval this evening and there are three additional personnel recommendations. I request that

126you please approve the human resources recommendations as presented. >> I move that we approve items 8 A and B, the human resource recommendations. >> Thank you, Mr. Nell and Mr. Major. Are there any questions for Dr. Stal? >> Okay. All those in favor of approving items 8 A and B, please say I. >> I. >> All those opposed, please say nay. Motion carries 70. >> Okay. Board input and review. Yes. Oh. Um, shoot. Cole. >> Uh, I don't know. Is there any Cole? Your timing is not great. I'm sorry. I'm sorry this wasn't up there when you came in. We did have a a issue, but I don't know when you came in either. Um are are you are you okay passing? I'm sorry. It probably be simpler, wouldn't it, Mike? Um but I know

127you know how to reach all of us. I'll make sure that you know how to reach all of us to share your thoughts. Is that okay? Thank you. Okay. Um board input and review. I started down there earlier, so I'll start down with Miss Floyd this time. >> Uh I don't have a lot of input tonight. I just want to say thanks to the students who came and spoke tonight. I think that takes a lot of courage and they were incredibly well spoken. So kudos to our to our students and they really shine. So thank you. I got two things. Uh the first one um I reached out last week, Dr. Phillips, unfortunately didn't have a chance to get everything put together, but um I reached out about the academic all state for spring sports.

128I know I've done this a couple of times in the past. One of the biggest accomplishments a student athlete can have even beyond uh being a state champion would be considered academic all state in their sport because it means not only did they excel in their sport but they also excelled in the classroom which is way more than important. And so what I would ask is uh you know if in the future um since I couldn't do that tonight, if we could formally uh in the future have the athletic director and those students be present in a future board meeting um every time this comes out. So it would be fall, winter, and spring sports. That way we could recognize them properly uh and in person. I think that would be a great thing to

129do. And then the second thing, I know we don't uh we don't vote on what goes on the agenda. So, I'm just going to request formally that we uh I think uh Logan might have mentioned this in an email or something, but but uh there's there's been a lot of discussion around safety and I requested in January or in June, not June, July uh to have uh safety meeting um that was in response to the uh information we received in early July concerning the safety reports. our for information only reports went up significantly from last year and uh I just I I think that it is imperative that we begin to have more discussion around this. Uh I don't know that I've seen us schedule yet a safety meeting. Um I would like to propose

130I think Logan had mentioned maybe even possibly having a a safety committee that's beyond just the safety team that we have today. Uh and include more for teachers in that uh and possibly some parents. The the uh student onteer incident rate is mindboggling that uh students would hurt, arm, impact, hit, scratch, punch, kick teachers. We've seen recently uh uh a report out of Indianapolis about a teacher from last year. Uh and last week we received or at least I received I'm assuming everybody else did a uh email from a teacher that's also got some concerns and I think um those are the ones that are speaking up. there's a lot more that are not uh uh willing to do that for whatever reasons whether it's fear that uh retribution I don't know but uh I

131think we need to take this serious because having any teacher uh uh impacted negatively in a classroom um even the army gives them hazard pay. So I think we need to start really considering uh safety. So, I'm formally requesting that that be added to the agenda for our next meeting. >> I think if I recall and Dr. Phillips, our our safety meetings we've had separately, haven't we? We were supposed to have one in Q4 this year. We've not scheduled it. So it's it's good reminder that we need to get that on the books. But it's always a note to the board probably two weeks ago, maybe three weeks ago just saying that our intention is to schedule it sometime at the end of October so that we can review uh the implementation of school safety

132officers as well as the additional SRO's and we have some conversation to talk about regarding safety infrastructure as well. But that those items will be done during an executive session. And to the just to the the uh question about the uh teacher injuries as a result of result of an inj interaction with students. We presented on that back in I believe in August of last year on the first public report. Uh that report I don't remember fewer than 100 school districts reported data. We reported every incident that a teacher had reported. So if a if a student uh you know kicked a kindergartener kicked a teacher because he was angry but there was no injury that teacher would report it. We put it on the list. We reported all of those regardless of if it

133resulted in a um workers comp claim or not. Then you looked at all the other districts that reported last year and they did the opposite. They only reported the things that had resulted in a workers comp claim. So, as we said to you all last year in August, next year we're going to report the data the other way around and say if it's just a report that's that's information that we use and we do take it seriously and Dr. Stalin does have a group that meets to talk about that regarding uh the workers comp claims. This year we flipped it around. So, there was a dramatic decline in our reported number of incidents because we reported them consistently with other districts did last year. About double the number of districts reported them this year and

134many of them did the opposite. So our guidance from the state continues to be poor. U we continue to do the very best we can and be very transparent about exactly what that data means. I think we told you Dr. Dr. Stal told you last year that u in conversations with CEA after that report came out we clarified tell us every single report and so of course the heightened u attention on those incidents last year as well as our very explicit instructions to turn in every single report u may have contributed to the increase in incidents only reported not resulting in a workers's comp claim. long explanation to say we want to schedule a safety session for later in October and we do continue to work on those incidents um and take them very seriously.

135>> Thank you, >> Mr. Stenner. >> Uh very much appreciate the participation of uh the presenters this evening and the speakers from the public and the folks that were able to attend and and watch and help us uh celebrate accomplishments. That's all tonight. >> Um just a couple of things. I'd like to thank uh Sherry for putting together our binders tonight. So um board members got a binder this evening that um is allowing us to like maintain focus on key metrics that we've all talked about in our strategic plan. So it's helpful to have this in front of us. Um I think our iid scores are a good example of what gets measured gets improved. You know, we've seen evidence of that in several places. So, um, thank you to the whole team for staying

136focused and and for keeping this visible with us. Uh, the only other thing I have is, um, Thursday is September 11th. It's very important day for many of us. Um, it's always a great day to, um, think about our emergency responders and thank them for what they do to keep us safe. Um, I want to thank the the pres presenters from Legato and from um about the I read scores. And what really stood out to me in both of those reports was um that it wasn't one or two people doing this, but it was really a collaborative effort from a lot of people who are very excited about what they're doing. um which is um indicative of many many things that go on in this school district. But I really it was great to see

137the excitement and and know that it's many people working on it. Um the other thing so most of them are gone. I think there's at least one band director still here. Um and kudos to the the sound and spirit of Columbus. um on the contest um Saturday it was so I didn't go to the whole thing but I went to about the second half and it was wellrun with lots of volunteers but the high point for me was um seeing the show I I know it's not the whole show yet but if you get a chance to to see them in action this year it is well worth it >> you don't even have to go to hear it do you >> I do not >> it's better when you see it, though. >> They're

138loud and they're proud. It's great. Um, I'd like to say congrats to North on their big shutout win Friday night. I actually attended the first half. It was pretty cool to go and see their success. Um, I was one point off of my estimate for the first half score. So, uh, but in that, congratulations to Asher Ratliff. He's the quarterback. He set the school record for six touchdown passes. Uh, I have not seen how long that has stood. Um, my dad was reminiscing from his many years of uh, Columbus football and they had a former quarterback that was pretty good that went to play for Purdue and went on to play in the pros. So maybe Mr. Rattliff broke that record. East uh, rebounded with a big win against Seymour, conference win as well, and

139it's always tough to go on the road as well. Um, East soccer, another conference win against Jeffersonville. and North Volleyball. They've uh rebounded. They had two big wins last week. And then talk about some of the fundraisers that we approved tonight. Um East Choir and Band's going to do cookie dough starting from September 18th for roughly three weeks. Uh so I may be getting some cookies. Um and then uh Hotbox Pizza is a dine to donate night for North Side. That's going to be next Thursday night. Jaggers on the west side, they're doing next Monday for robotics. Texas Roadhouse, uh, next Monday night as well for East Cheer. And I have an alibi from something that Mr. Center talked about with the 27th and home intersection. Uh, Dr. Phillips, you may be able to talk

140to this. One of the things that was left out is if you have any feedback or recommendations for the intersection there, there's a QR code that you can scan to provide any sort of potential ideas to the city. >> I want to congratulate Mr. Bicker for surviving the first budget workshop. So, and a tough one at that. So, I appreciate it. I know not an easy easy task. Um, continue to thank Dr. Hack and all the teachers. Um the I read results are just uh astounding. I think this is an opportunity um where we came together and shine just like uh Miss Wen said when you measure it it the success that comes and being able to put all the resources around it. Um I I do think some concerns I've had lately on we

141had the report on the safety and I appreciate Mr. Major bringing it up is um I was reached out to by the teacher that had that media. uh she was actually I believe lives within my district and honestly expressed you could see her heartfelt desire was to continue teaching but she did not see that option um afforded to her in a safe and environment. So, um, although I do know that we're going to reserve time in an executive session, uh, for safety procedures, I think it's in the best interest to invite CA and invite parents uh, and TAs to be able to see what we're going to put in place to protect the teacher um, in the environment um, to make sure that they feel safe and welcome. Um, I know that we've presented totals

142and I know that, you know, we presented it differently than the rest of the state and I appreciate that, Dr. Phillips, but I don't think it's I don't think it's bad to go above what the state says and say, "Hey, here's your totals. Here's your workman comps claims and here's your days missed." I mean, the state sets the minimum bar. It doesn't state the set the bar. We can lead that bar. Um, and I go back to uh when we started the superintendent search and I think one of the concerns from CA leadership was teacher safety in the classroom um and that being critical. So, I think it would be beneficial to us and the community, especially given, um, I mean, I've had more teachers call me in the past two weeks to have, you

143know, dinner, you know, local Wendy's or whatnot. Um, most of them former employees expressing very similar concerns. I think that's when we have the opportunity to say, um, how are we going to put in the systemic measures to resolve? And so I would counsel that although I I do believe executive sessions appropriate for preventative safety measures such you know and you know trying to make sure like security cameras and so forth, it may not be in our best interest uh for those measures. >> Okay, thank you everyone. Uh our next meeting is on September 29th. Do we have a schedule up here? I don't want to mess that up. Thank you. Um, next meeting will be on September 9, 29th in this building at 6:30 p.m. >> And Miss W, if I could just All

144the positives were great. One more thing, and I talked about this last year, but the elementary cross country meet, you you have to go to one sometime. There's only three a year. So, there's a short window, but this is the second year I've been out at Richards, and both have been one of the most memorable events that I've been to for different reasons, but we don't have anything else like that that exists in our district where we have third through sixth grade, both boys and girls and all their families in one place from all of our elementaryaries at the same time. So, um, next week, this coming Saturday, the event is at Sarland, I believe, nine o'clock. So come on out to Sarland and see the uh the kids run really fast for a very

145short period of time. >> Thank you. >> Very good. >> Okay, meeting a journ. Thank you all.