001You know, I don't think I've ever disappear. >> Yeah, I was say I don't think I've ever received one before. I'll be done. Good luck. >> Call the meeting to order. Thanks everyone for coming to our October meeting. Like to join in with us for the pledge of allegiance, please stand. Orlette, if you could lead us. I aliance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Each member of the board received a electronic copy of the consent agenda a couple days ago. Does anyone have any questions about the consent agenda? I have one question on the balance sheet. Is this the right section to ask it? >> There was a the amount of the value
002of the buildings from >> we just got our fixed asset back from an So whatever they put on our sheets. >> Okay. I have >> Thank you. >> Any other questions? If not, I need a motion. >> I'll make a motion. >> Motion bar. >> Second by Steve. Any further discussion? All in favor say I. >> I. Oppose. No. >> Motion carries. Give us a minute while we sign the books. First up, Wildcat Spotlight Structured Teach program. If you three could go to the podium and >> speak it to the microphone. Natalie looks like it's at your high. >> So if you tap up in the left corner, you'll get an arrow up forward and backward. >> Well, we need you to speak in the microphone because we have live stream. >> Okay. So, I'm
003gonna give the brief overview of um struct structured teach um structuring for success. Oh, I'm Melissa Hall. >> Kayla is so we are special ed teachers at Jasper Elementary and at Ireland Elementary. Um so, an approach that takes the perspective of the person with a disability and uses their strengths to support their weaknesses. Um structured teach is based on understanding the cognitive and learning characteristics and needs associated with autism spectrum disorder as well as other neuro differences. It's really hard to Okay, sorry. Structured teach uses evidence-based practices. Um some key differences in students with autism or cognitive deficits. Um they have communication deficits. They have limited language skills. Um social differences. poor understanding of social cues. They have difficulty with regulating their emotions. Um they have a strain in cognitive flexibility and many times their
004sensory differences like with sights and sounds and textures are things that might um irritate them that wouldn't irritate us. Um one difference to draw attention to is that oftentimes students view a space in details rather than the whole picture. All right, I'm going to be talking about principles of structure teach. Um, it emphasizes meaningful engagement and activities and then goals include increasing flexibility, independence and advocacy. Teach strategies can be used alongside other teaching approaches and therapies and the strategies can be used with anyone who will benefit from these strategies regardless of diagnosis. um challenges due to lack of structure. Disorganization can interfere with demonstration of skills and learning of new skills and concepts. Without visual structure, students are often left depending on weaker skill areas and anxiety can interfere with learning. >> So, the program
005is set up to be for students with autism. Um but it it notes that it really can be used for any of our kiddos that have cognitive differences. Um we the three of us along with um Tammy and Ryan toured some schools that were putting structured teach into practice in the Bloomington schools and then up north in the Avon schools. and we were just impressed with um how the lay of the room, the physical structure helped to guide what was happening in that space. So, we've been interested in the program and then through back work um we have a timeline of some of the things that we've done since then. The very beginning of the summer, um we had a structured teach training for certified staff. It was three days that we attended as well
006as some other staff members with the co-op um and other schools. And then on August 1st, we took a full day for our non-certified staff. So, some of the key individuals that work um in Kayla and Melissa's room as well as in my classroom came in and got to to understand the wise and some of the um the the really important pieces that we're trying to to get across with program. Um and then you can see there's a few other things. On August 25th, there was a training for specials teachers on adapted special classes. So, what it looks like in music or art um PE for our students that um may go with their Jenna class, but how does it look different or how can we modify it so it makes sense for them? Um
007we've kind of adopted the unique learning system. That's something that's ongoing for our students on a modified curriculum. And then we have consultation and continued support with Betty Luro through IU has been something that we've been um tapping into as well. So there's four components of the structure teach program and the very first one is physical structure. Um so physical structure refers to the way that you arrange the furniture and the materials to add meaning and context to the area or the environment. Um so visual learners um they need like visual boundaries to make sense of their space. Uh the visual learner thinks in pictures over words. Um so it's very important to have pictures and words together. The visual learner understands visual feedback more than spoken information. they have difficulty attending to or remembering
008things that are just spoken. Um while a strength is focusing on individual details, we as educators um can set up the space and learning to help determine what details are important. So this is um pictures from my classroom. Um so we got funding from from all of you to buy the dividers and then I have some other furniture that was purchased as well. But these dividers help um to separate their learning spaces and to help with distractability of other kids that are working at the same time. Um and then this tape is on the floor in front of my desk. The idea is that they will learn that that is a space that they can't go into, that it's not available. We're still working on that. Um some kids listen to it, some don't. Um
009and then this divider. So there there's a hallway that connects my room and Kayla's room. and we try to keep the kids out of that area unless they're using the restroom um or going into the sensory room. So, we keep that divider there to let them know that that space is not available as well. Um and it's nice that nice that the dividers are light so they're easily moved. Um because there are times like if we're doing choice time and I want the area to be bigger, I'll move the dividers so that they can they'll know which spa where their spaces that they can be in at that time. >> The idea of it too is that with these especially ones that are starting and not one I'm going to point out one more thing.
010So, this is where I moved a divider so that they knew that they couldn't go past that. And also, sometimes there are kids playing over here while other kids are still working. So then it kind of takes so that they're not seeing that and wanting to go play as well. And then you can see it a little bit, but these are like um pictures to show on the schedule. Like this says choice time and then this I think is work alone two and work alone three. Um so then they know where they need to go whenever they look at their schedule, which we'll get to the picture schedules later. They're also nice because as you can see here, you can flip them each way so our assistants can look over and still see. Um if
011needing for more privacy for other students, such as um like sometimes I have a video going of music for gross motor or um one of my students loves a song as a reward when they're done finishing um their work. So I'll play that and if the other one's still working, I can make it higher where they can't see the um TV to lower the distractions as well. things are set up from like left to right um that our students learn. Uh and there's several different ways that you can do it, but the key formats of like left to right, they grab a task from their left um and then move it to the center, work on it, when they're done, it goes to the right. So, a lot of those workstations are set up. That
012was a work alone area over there so that their their information can be moved. Um, in my classroom, every area is called a center. So, the work alone center, this is our work with teacher center. Here's our meeting center. They know if they're going to the hallway, they see the visuals where they line up, where they can sit or they can stand. So, then we can take these things to other locations where they can generalize those skills in other spaces. This is an area in my classroom. Um I have two students with high medical needs um and just needing some more um assistance at times. So, I have another um divider that goes here um at times that when no one is in there and they're um to close it off to give them more
013privacy to work more um individualized and with these um resources. So, I like that you're able to move the dividers as well. Again, moving into visual schedules. Visual schedules are very um helpful for students. They move the student's body from location to location in the school day. Um, a visual schedule uh visually tells what activities will occur in what sequence. It moves the person's body from location to location. Helps the student predict what will happen next. Promotes independence and um requires a routine to teach teach flexibility. Okay, so these are two samples. Sorry, these are two samples for my classroom. And I actually brought one along. Sorry. so that I could show all of you. Um, so whenever they finish with a task, I tell them to check their schedule and they'll close it to
014show that they're finished and then they go to the next spot in the classroom. Um, some of them are doing really well with it. Some of them need more assistance with um from us to get from point A to point B. Um, and then another kiddo has been taking these all apart. He wants to take the Velcro off. He wants he will not leave them alone. So, we I've tried about 10 different schedules with him, but currently we are writing it down and then he erases it as the schedule goes away. Um, so that's kind of working for him right now, but there's all different kinds of schedules, but those are two that I use in my room. Here's a couple that I use um in our classroom and and one one of the things
015that we went through with the training is a student might need like an object schedule where I hand you a red crayon and that means something all the way up to can you manipulate and see real life photos. Does that mean something to you? Can you use um not natural environment photos? And so for the students after we we and we got assessments, how do we figure this out with kiddos? We um went with most of the students have something like this. It's red, yellow, and green. Green at the start of the day means go. And then when they get to the red page at stop, but they will take the picture off and they will put it in the area when they get there with their body. Um, a couple of fifth graders are
016older and they go back to the gened um, classroom quite a bit and so they have a schedule like this where they can check off. They feel a lot of ownership and independence with that. They know where they're going. They don't need to ask where they're going. Um, again, I think about when we walked into this room, you know, we saw all these empty chairs. So that clued us in even if we don't come to board meetings regularly that we're probably supposed to sit over in this area. A lot of times our kiddos will come into a space and they don't pick up on those clues of where their body is supposed to be. So this allows them to transition with more independence um without the adults guiding them to a certain space. And so
017the schedules move their bodies to that space. The work system tells them what to do in the space. It is how much work, when am I going to know that I'm finished, what do I do next? So, setting up systems at each of those locations so our students know what they need to do. >> Just one. >> I'm using one of my kiddos. >> I keep forgetting that. Um, I'm using this with one of my kiddos instead of a visual schedule because seeing the whole day is overwhelming for them. So, um, like I will pull off what they're doing currently and we'll say first reading then and in this case they were going to get to play with some farm toys. Um, so this is just another way to do a schedule or to do
018a work system. I also do the first then with my younger ones. Um, I have the younger students. So going back to um this is both of my work system and my visual um visual schedule is kind of in one picture here. This is the visual schedule. Um my kids are the younger ones. So each center of mine has their own color in the classroom. Um, so right now my assistants and myself are being the v uh their visual schedule them like ourselves and you hold up the paddle when it's time to move and they see the color and they're supposed to go transition and find the color to know what center they're going into. So these are just velcroed and on they're doublesided. So on the other side is like another color of red.
019So whatever color it's supposed to be is ideally um what I'm trying to teach them of where they're supposed to be going. Uh this is the work system. Uh for example, I have a blue table for small group. Um this is my blue table work system. You put the tokens on to do um of so if there's three activities for that day um in that small group, I would put three of these tokens on here to do. And then when you're finished with one, you put down there and they know that they have two more activities. Uh, so that's the work system that I'm building up to in my classroom. >> Along with creating these, physically making them, it takes a lot of work to teach our kiddos a system like this. So, in this
020one, I want to say we're not here yet. We are still working on the visual schedules and we are practicing those. And I mean, from where we were at the start of the year till now is huge. people will come in and see that and watch them transition um with like no verbal prompts. That's a win for us. Ideally, once we start going to those workstations where they can work, there would be task boxes with those numbers and when they get done with one, they would just unvelcro that. But we're not we're not to that point yet. Um, lastly are the materials and we've put a lot of time into creating different task box and materials so students can do them at their own pace or if it's a skill that is not as challenging
021for them so they can see some success while we're working with other skills. Um, we've created a quite a bit of different task boxes. You can just see a few here. um they're pretty self-explanatory, but it gives the students options of things to work on outside of paper pencil, more tactile feedback for them. Um and things that they feel success with. Um I've also used some of the materials like if I'm working with a group of four and if I start with one kiddo and they really they really need one to one even though we're in a group. So, I'll work on the paper pencil task with that kid and then the other three will have one of these task task boxes in front of them and then when I work with the next kid,
022the boxes will rotate. So, they're doing three different um task boxes when it's not their turn. And then those also go into work alone um because they've already practiced them in the group. So, these are some some of these um Candy made for us and then some of them Betty Lou made um and some of them we made ourselves. You guys have any questions? >> So, this is only elementary school, right? Is there a plan to transition some of this to middle and high school? >> Do you know? >> So, we've been including the middle school folks in this. They're not nearly as engaged at this point as our elementary team, but they have been involved in some of the training. at least. >> It's one of those old adages, you have to crawl, then
023walk then run. And the amount of like training and the time that this team has put in up to this point to where we are today. And then also I think having Betty Lou as a support um she's coming again. >> Okay. So she'll come back and she's supporting the work. Um I think my question I think just kind of a leading question for the board is at the end of all this like when you think about what the end in mind is what will the ultimate outcome be when all of the systems are implemented and you feel like everyone and the students have an understanding of the structure >> I mean I think they're going to middle continues to transition. So we talked about even starting at which they have some of these ideas
024of what does a schedule mean? Where does my body go? How do I depend on these physical features to tell me what is needed in the space? So I think that can continue to grow but I think that we are seeing more kids with intense needs come into our schools and um we tend to take a lot of that time dealing with behavior dealing with teaching these things and then we have So ideally if these systems are in place that us >> maybe it's too early to answer this but uh I I don't know how long it's been in place but do you notice any improvement in children or get feedback from their parents or is it too early to tell? >> I would say my my classroom has been a struggle because some of
025these kids want to go back to the way we did things before. So, like when I put furniture in place, they're wanting to move it back to where it was last year. Um, I think it's going to help that she's doing it with the younger ones and then by the time they get to me, they'll be used to these things. But right now, like putting it all on them new has been a big challenge. Um, but I do I mean, so right now I'm not seeing a ton of gains. Some of the kids I am, but not all of them. I think it just depends on which ones that are really stuck in routine and want to keep things the same and then some of them have been more open to change. >> Um, some
026of it, yes, but then we kind of we've added things as we've been going. Like the visual schedules I had from the very beginning. Um, but then like some of the furniture I've moved along the way because I've decided I didn't like how it was and then they want it back how it was and like they'll argue. So, I appreciate you getting your non-certificated staff on board. They are so valuable. Um, and people I think sometimes forget everything that they do and for them to be included in training is very commendable say >> and we had a 100% attendance of all of our assistants >> and that is amazing. There was 12 of them I think that came. >> Yes. >> So which we were ecstatic >> and that is awesome that they were included
027because as you know we definitely could not do any of this let alone our job without our assistance. >> Correct. So thank you. >> Well thank you very much for your time. Appreciate it. >> You're welcome to stay but you're also welcome to go if you want. Mr. Sternogle building and maintenance update. >> All right. Good evening everyone. Um I have one action item this evening and as you know uh for the last several months we've been collaborating with Dr. Laurai and Mr. Hster at the middle school on finishes, improvements over there at that school corporation. It's hard to believe that school's going on 24 years of age. The staff and everyone has taken good care of of the school. It's shown. You go through the classrooms and the entire school looks amazing. However, it
028is in need of new finishes. Um the projects the finishes projects was set up in two phases. The first phase to be performed next summer and then the second phase to perform uh the summer of 27. It's just too much of an area to get done in one summer. So that's the reasons we broke it up into two phases. The first phase I provided a some drawings uh of what is included. The first phase consists of basically finishes of the upper level academic wings. Uh we are going to do new carpeting in the auditorium as well as uh new floor finish in the wrestling room. Um also included in the finishes on the upper floor are the tack boards and the corridors. Um there are some paint finishes that will be taking place as well
029in the upper level classrooms. Um we are repurposing the existing computer labs in the upper level classrooms turning them into basically regular classrooms since everyone's using Chromebooks. Those computer labs aren't utilized like they have been 24 years ago. So, those computer labs, part of this package, uh will be turned into traditional classroom spaces. Um, as far as the project schedule, we're hoping to receive bids December 10th, uh, and then bring those bids to you at the December 22nd board meeting. Um, at this time, I would like for you to consider approval of the invitation to biders. Uh so we can send the biders or excuse me send the plans and specs to reproaphics where the contractors can obtain those and submit bids. Are there any questions? I'll make motion to publish the motion by Steve,
030second by Sarah. Any discussion or questions? All in favor say I. >> I post no. Motion carries. >> Thank you. Um any questions on any of the projects that I have listed? >> So the roof update um was there any damage to the actual gym from the leakage? Did you have was there any actual structural damage to that? >> No. Dr. Laura was did a great job on the Zambini sucking up water. >> There are no pictures, right? >> No, not that I'm aware of. No, no damage. We were There was some water. It wasn't a whole lot of water, but we were able to get on it and suck it up and get some fans and dry it out. But, uh, Schmidt has been on site, uh, and did the corrections. We're hopefully going
031to look at this on a monthly basis and then our hope is to uh, be able to do the roof work the summer of 27. But in the meantime, we're going to continue to monitor that roof up there to see if the wind pulls away any more of that roof membrane. >> On the administration building, you have the existing storm pipe has been corrected. Can you explain that? >> The existing storm pipe over years have it has settled and when it settled, unbeknown to anyone, uh the ground around it had had basically sucked into the pipe, filtered into the pipe and slowly over time stopped up the drainage pipe. So what is what had happened is uh on these huge rain events the water came down the down spouts and then it had nowhere to
032go so it just soaked in to the ground. um in some cases it just it couldn't get away fast enough so it found the the most convenient opening in the building. So that has all now been corrected. Um the one item on the list that we have to correct yet is we we've been getting a lot of the water in the north lower level service entry that has a drain on the exterior and just because of all the leaves and trees and debris that is blown off of trees, what have you. It clogs that exterior drain up. That exterior drain obviously in rain events it stops up then the water runs in the building. That's another another problem area that uh Dr. Warai approved installing a canopy with two side enclosures on that. That will
033keep the rain out of that area as well as we're hoping a lot of the leaves and debris from clogging up that drain. >> You know the perimeter around the building is working. >> The perimeter rain, we ran a camera in it. Uh it's clear. Um the the only issues we had was with the storm drain itself. The foundation drain, which I'm thinking that's what you're meaning when you say perimeter drain. The foundation drain is fine. Uh it's the storm drain pipe that was the culprit. And also uh we did excavate the south side of the building because uh there were some cracks in that brick, but we ended up cleaning the foundation and installing waterproofing along the south side of the building. So our thought was when you had a heavy rain event, since
034the water couldn't get away, it went along the perimeter of the building and found those cracks in the brick and worked its way in. So, that has been corrected. We're we're hoping to have uh Green Thumb hopefully hopefully in the next couple weeks to install the landscaping and uh plantings around the building. The failed concrete out front was replaced last week. That turned out nice. So, yeah, we're moving in the right direction. Last item on the on the list is that north canopy over that lower level service entry. It's it's going great. It's uh the contractor's doing a wonderful job. Uh obviously there were a lot of cracks and a lot of correction work that he had to do on the spald concrete areas. It looks it looks really good. Um the next step is
035to install the aluminum treads with the abrasive non-slip treads. U as soon as the rain quits he will start installing those. The handrail material the stainless steel handrails material supposed to be at uh the contractor manufacturer today I believe. So hoping to wrap that up here in two weeks. Anything else? >> All right. Thanks everyone. You're good to go. >> Feel like I need to stay. >> Curriculum update, Tina. >> All right. Good evening. Um this evening, I just wanted to give a brief professional development report um for the school year so far. Um, so you have um in the board files um just an ongoing spreadsheet that I've been keeping up to date, but wanted to just kind of briefly recap some things and also mention one or two items that aren't very easy
036to capture in that spreadsheet. So um in so far in 2526 we have invested in various targeted professional development activities um primarily focused on supporting teacher growth um student achievement and then our district priorities. So some of those specific activities include uh new teacher support and training for individuals in specialized roles. We um have have instituted for the inaugural year a new teacher um onboarding. It's onboarding is not the right word. A new teacher mentorship program that also includes monthly PD for our new teachers um on different topics. This is really a a robot a robust program that Dr. Laura helped us develop and I think it's going to be a huge benefit to um our new teachers. In addition to that, all of our new teachers also participate in um a it's it's heavy
037year one, lighter year two program through SIC. Um that's called the new teacher initiative. And so they again it's it's not monthly. Uh, but they go to SIC for various sessions throughout the first two school years to just hone the the skills and and the reality of teaching as they come out of um their preparatory programs. We also have um you might have noticed on the spreadsheet a couple of um teacher or people in new positions. So Erin Yokum, for example, is our new college and career career readiness coach, which is very different than a traditional classroom teacher position. So she's done some specific um trainings leading towards certifications. Um we also provide um like new teacher evaluation training for Miss John, for example, who's in in an administrative role for the first time. So
038lots of support for our new teachers and people in new roles. We've also um done numerous um PD activities already this year focused on literacy and writing which is one of our top priorities for the district as well as the state. Um one of the things that I I didn't know how to capture in the spreadsheet is that our two literacy coaches at the elementary level provide um weekly PD to each grade level team um and support in utilizing data to drive their instruction. Um what's really wonderful this year with it being the third year that we have these folks in place the in our first two years we were uh partnered with the Indiana Literacy Cadre and there w the cadre was great and the support was wonderful but there was a lot of
039um administrative work there was a lot of um documentation that they were required to produce. there was a lot of um demands on their time from the cadre and so their focus and and it was outlined specifically that they were supposed to work with K through three teachers. Uh now that our time in the cadre has completed this year they are able to work with all K to5 teachers. So, some of those um you know, all of our elementary teachers have been working on our literacy initiatives, but to get more of that targeted PD right when they need it from our own folks who can work with them to identify what their needs are is really just going to continue to um shore up our our work in the area of literacy. So, we're excited
040about that. Um we have had um Smeckkins writing and reading comprehensing comprehension sessions right before school started. We sent a team to an SIEC session on utilize on on um the iLearn checkpoints in in particular on the ELA side. Um we've done a number of things with technology and AI integration. Um Matt Prior, our AI guy, that really should be his formal title. I think AI guy and um Marcy Sha Welter, our tech director, um worked together to create um an a GJCS AI badge. So, this is made up of four modules that help um all of our staff learn about AI literacy first and then how to utilize the tools that we have invested in um and just continue to grow that skill set. We already in the first um quarter had five staff
041members complete the entire badging process. Um our goal is for all of our staff to complete that by the end of the school year. Um we have a team of teachers going to the HEC conference next week which is focused on um technology and educational tech and um that team is going to be very strategic about who's attending which which sessions and then bringing that knowledge back and sharing out um with with um all of our staff. We've had sessions um targeted for special populations such as special education, English learners, and high ability. Um the structured teach is a great example of one of those um initiatives. Our English learner teachers are really a close-knit team. Um we are able um especially with the leadership of Beyakobo, our liaison, to provide them some time to
042work together as well as to provide as well as to attend sessions like at SIEC um where we had I think five of the eight EL teachers went to a teacher of record professional learning network there. Um for our high ability students, we've sent uh we had three teachers attend AP training over the summer. um this past summer. We are already looking at opportunities um for um a new AP teacher to um receive some additional training. And then um we have our our district-wide days. We had um our September 24th PD day which was was really spectacular. Um there were at at every building there were different things going on, but it was really just a day packed full of learning focused on there was AI work, there was curriculum work, there were um safety
043meetings. I think the high school safety team met, there was um the high school staff have to do trainings in order to administer PSAT and SAT and some of that training happened on that day. So there was a lot going on on that day and we are already planning for our February 4th PD day as well as the next educate Duboce County PD day which isn't until November of 26 but our team has started meeting um to start uh getting that one ready to roll. So, um, you can see like I I think it's very clear we have a really strong partnership with SIC and it's great to have them so close because they're able to pull in experts from the state um and provide sessions to the whole region and we benefit from that
044for for sure. Um, and then again just where where funds are concerned primarily title 2A is our funding source for professional development. Um but um where PD focused on English learners is concerned, title three is utilized. Um high ability students, we can utilize our high ability grant for trainings. And then um you know sometimes we just invest where it's important. But our budget for title two is is strong this year is is solid. Um so being a quarter of the way through already, we're we're in good shape to um to to keep our teachers learning. So, questions? Anything in particular that you're curious about? >> Okay. All right. Thanks. >> Thank you. >> Yep. >> Student sports services and transportation update. >> I just want to share uh some information on a couple of upcoming
045events. On uh November 6, next Thursday, we will be hosting a regional training event. We're partnering with the office of school safety at the state. Um the reason I think these are valuable, we don't get a lot of those opportunities in southern Indiana. Most of these are held in Indianapolis or or north of Indie. Uh why they're important, we have we have an abundance of advanced school safety specialists that in order to keep their status, they have to go to certain requisite trainings to maintain that. So they have to get certain hours in. So for instance, when you host a regional training, that counts for half of what they have to do for the year. If you went to two regional trainings, they're good for the year. If they go to the state conference, that
046counts. Or they can do, I believe, 10 hours online of watching videos and and answering questions. So anytime we can, we try to host these to make it make these things available not just to greater Jasper, but to the region. We have a couple of interesting guests this time because we were able to fill out a jot form and kind of request different offerings because a lot of times the same things are offered and it gets stale. So we have a speaker named DJ Shaw who um actually started out as a a policeman in Ferdinand and then he went to Caramel became an SRO and now he's a a leader in the Caramel Police Department. He's going to speak on being the best leader you can in any capacity whether it's safety or just any
047staff member in in a school system comes highly recommended and the he's the morning speaker and the afternoon speaker is Michelle Deno French so I think it's Deno and uh she's gonna speak about grooming and her presentation is called predators 101 so I think we have two amazing guests and and actually we're going to get our lunch catered. So we're we're happy about that. Um and then secondly on December 17th we are going to host our second annual Christmas lights express. This is modeled after the Polar Express. We don't have a train so we just use buses. So this year we're going to pull out of Jes about 6:00 p. p.m. buses will roll. We've kind of condensed our route. We're mostly going to concentrate on the Sky View area. Um, we also have Santa
048Claus coming at 5:00 p.m. with some other Christmy characters. And at the end when when the kiddos return, they'll be given a gift bag of an assortment of sweets and treats. And we're partnering with some other organizations to make that available. Um, this year we had time to plan this. Last year we put this whole thing together in two days. So we we actually met a couple weeks ago. So I would expect I actually expect a minimum of 200 kids. We'll sign up and go. Am I ex I don't think I think we'll get 200. And anyhow in both these events feel free to stop in. So, November the 6, training in here, regional safety training, and December 17th at JES, we'll gather in the JES cafeteria beforehand. We'll load the buses and pull out
049at uh 6 PM and you're welcome to go for that tour. Bobby and I drove it the other day. It It's a little bit more than the SS Minnow. It's about a 30 to 40 minute tour. Thank you. Any questions? >> We got a Santa's gonna be out there, too. >> Yeah, we've got that. >> We've got big plans, don't we, Jillian? >> Thanks, >> Dr. Laurai. Other business. >> Thank you. Um the the district and the Jasper Classroom and Teachers Association began formal contract negotiations on in September and we had three objectives that we were trying to accomplish at that time. One was to ensure that we would arrive at an in contract that would comply with the requirements that of the Indiana Employee Relations Board. Um, we wanted to be able to provide
050additional compensation for our teachers all along while maintaining our financial health and a healthy cash balance in our education fund. And we certainly wanted to secure at least a one-year agreement. So, we believe that the proposal that the board received accomplishes the intended objectives that we had set at the at the beginning of the process. In our agreement, it includes a $2,100 base salary increase for all teachers. Along with that, I would also like to recommend that all eligible administrators, certified social workers, and the Little Wildcats director receive the same increase as outlined in the teacher contract. Per Indiana statute, prior to approval of this contract, we are required to allow for public comment regarding the posted and proposed agreement. So at this time we would open it up for public comment but seeing as
051though we have no visitors in our meeting I we will forego that piece of the process. So at this time I'm simply asking the board to consider approving the proposed 202526 collective bargaining agreement between the district and the Jasper Classroom teachers association as well as the increase of for all eligible administrators and other staff. I'll make the motion >> or let >> motion by or let second by Judy. >> That sounds great. >> Any questions or discussion? >> All in favor say I. >> I oppose. No. Job well done by all. >> Thank you. I really would like to um commend the the bargaining team from the association. They really are a great team to work with. um and they view our partnership and in ensuring our fiscal health and take that very seriously. So
052that kudos to them as well. >> Certainly. >> I do need a signature from you on the top line there. >> Okay. >> All right. Um our next item deals with the hourly wage schedules for all of our hourly folks. Uh the board was presented with a change or increase to all of those hourly wage scales. If the board approves, we would implement those effective December 1st of this year. So at this time, I'm asking the board to consider approval of the increases for hourly wages. >> I'll make the motion. >> Motion by Sarah, second by Judy. >> Always in second tonight. >> You're a great runner up. Any questions or discussion? All in favor say I. >> I oppose. No. Motion carries. >> Thank you. And then lastly, uh, the board received proposed changes
053to the Jasper High School athletic code of conduct at our September board meeting. And at this time, I'm recommending that the board consider approval of those recommended changes to become effective during the 2026 2027 school year. >> Can we separate that into two motions? One being the approval I'm just curious before we we do that what are the adverse consequences of implementing it immediately? Um, I think the consistency of the application of the code of conduct with current um, athletes who have already read and signed the code of conduct, some of which have been um, dealt some consequences of a result of any of their actions. Um, to change that midstream we feel like creates some inconsistencies. Um, to also make a change midyear. We also feel like it would require us to seek out
054all athletes and parents to reread and resign the athletic code of conduct, which is a pretty heavy lift at this point. >> Director recommended that. >> Yeah. And um in our discussion with the athletic director and the high school principal, they recommend that we wait to implement the changes in the next academic school year. Um, I think they're all in favor of making those changes but wish to wait for the 26 27 year. I didn't know they'd have to go back and have all the parents and students resign. >> Um it was my understanding in my conversation with them that they would have to do that in order to make sure that all um athletes understood what the changes were and sign off again that they were committing to ensuring that they understood I'll make
055the motion to approve next year. >> I'll second >> motion by Judy, second by Arlette. Any further questions or discussion? All in favor say I. >> I opposed. No. >> Motion carries. >> Thank you. Um, under announcements, we have an upcoming ISBA region 9 meeting at Clubhouse 61 on November the 10th at 6 PM. Um, all board members are registered. Tim, you're registered for that as well. And then our next board meeting will be Monday, November the 24th at 7:00 p.m. And that's all I have to bring before the board this evening. >> Does any board member have any other business to bring before us? If not, I'll have a motion to adjurnn. >> Motion by Sarah. >> I'll second. >> Second by Judy. All in favor say I. >> I oppose. Snow.