001So Lucas was chosen as student of the month for his hard work, growth, and kindness. He has made progress on all goals, is communicating more using words and gestures, and shows increasing independence and patience. Lucas loves school, leads his class proudly, and is always ready to help his friends with a big heart. You want these? Say thank you. Congratulations. Thank you. Say thank you. You tell everybody bye and thank you so much. Goodbye. Bye. Well, that's the best you I know, right? Thank you very much. Bye-bye. Also, third grade we have Weston Clark. Weston, here's what your teacher wrote. Weston Clark deserves student of the month at Demont Elementary. Through hard work and perseverance, he tackles every challenge. He demonstrates compassion for his classmates and teachers by helping everyone and by praying for all of
002us. His unique blend of dedication and kindness make him a true role model. Awesome. So, Weston, who did you bring with you today? Dad, my sister, my two brothers, my aunt, and my GG. You got a lot of people here. That's great. Thank you guys. Thank you. Um Fine arts, we have Aubrey DeClimer. And then for CTE Human Services, Tessa Biggerly. For French class, Luke Scapple. And for PE health APC, Gage Bradburn. Uh for math, Sierra Bradburn. And then for physics, Marvin Johnson. People to the end. Social studies, Benjamin Almengot. All right. That's all we have. Okay. So, if you were here for student of the month, you are welcome to stay for the rest of the meeting, but you're also welcome to leave. Thank you. >> We have listed public participation. And we have
003a we have 3 minutes to state what you need to state and and and no direction to anybody on the board. I know it's on I'm going to go on the Uh Tom Mitchell. Well, I just wanted to first um and I have 3 minutes so I'll make it short and brief for you all, but thank you all. Um if you had not know if you have didn't know we were um afforded a bus from your school corporation to do extrication on. Um this is light and long learning that we need. Um we don't get much time to do a bus extrication. Uh my fire department we feel fire department got together on Saturday um and we started about 9:00 a.m. with safety stand down. We left there about 1:30 sunburnt and enjoyed a lot
004of it. Um guys came back to the station had pizzas, but ultimately it was something that we've never been able to do. We've never been able to cut on a bus. The only time we've had We've had two bus accidents that we've had to extricate patients out of. This was a very good opportunity to actually learn without having the risk and without having the don't you know, not really having much knowledge on it. So, uh myself and one of the other fire training officers, uh Tracy Reynolds, we've done one bus extrication and it was in uh like 2006 and it was with another training core um class we were in. So, I just wanted to say thank you for that that that that donation really meant the world um to us and hopefully we never
005have to use it. Um but it engaged a lot of conversation, so thank you so much. Thank you. I'll point out two things. You as a school board declared the buses junk because it doesn't run. That's true. But it was perfect for for your training. Rhonda Yates showed us pictures today and we appreciate that. And then the salvage yard paid us for the scrap metal. >> Right. It was a very good amount of money. >> Absolutely. It's a great win for everybody. So it was. So thank you. >> Thank you. Is that actually harder to cut through than So, interestingly enough, it is not harder to cut through until we get to the roof. Um we actually found out that our large Jaws of Life where everybody out there understands Jaws of Life, right? Big
006clamps. They do not spread or cut. It'll tear the metal. Our cutters don't Our cutters can cut across the bus. We can make a really good convertible out of a bus. We don't have it. Um but what we found out was Sawzall. With the new Sawzall blades actually cut down quicker and we were able to open up a two windows wide by just making the Sawzall cut and then utilizing the snips to go across and cutting the main posts out. But a roof, it ate up our our K12 saw. We needed you blame for that because we tried cutting up opening up right at the window, the vents, we couldn't get that open. So, we decided at that point if we ever have one on that side, it's better to tunnel to take the seats
007out to actually get into it. So, a lot of a lot of lessons learned. We actually cut two windows. If you look at our pictures, we have one with double window, one with I call it a door, and one with one door. We used different tools to see what was faster, what was safer, how to get kids out. Um you know, we did a lot of little things which you can't see in the pictures. We the bench seat, we took the backs of the bench seats off, flipped those so that we can put a a a sit a backboard there. So, if we have anybody who is paralyzed, we can literally stage there before we can get them out of the bus with that. So, a lot of little things we're going to talk about
008all the time. Uh we also learned with our tools, we can't There's no way to uh we call it a dash roll, where we take the dash and put it in a car, we can push it straight out so we can get underneath the the legs. These buses we couldn't do it. It actually doesn't work for them. So, we had to learn modified ways of doing that, getting the windows out. One thing we we realized is that unless the new buses are different, the windows, the windshield, where we were always taught you can kick the windshield out with enough force, we could not. Even with our bunker boots on, we could not. With steel shanks on the bottom, we actually had to cut the window out. So, a lot of little things, little things that
009we didn't know or we assumed was actually tried and true or not. And we uh we made a lot more decisions on why, okay, we now know. So, a lot of good out of this. So, Plus, it also gave Rhonda an opportunity to learn what her needs and what our wants and needs are going to be from her. It's the most likely that'll be the first call of any bus accident. So, it's nice to know that she can get there, be part of the command center, start scheduling the other buses, start knowing what what's coming at us, How many kids are on the bus? Emergency contacts and all that other stuff. So, it was really good training. Thank you. Thank you. Thank you. Thank you. Thank you. Very nice. Hey, Mr. Pink, is that all
010we have? Perfect. Very good. We recommend your approval from the minutes of the March 9th, 2026 board meeting. So moved. Second. Jill? Jill? All in favor? 7-0. You've been presented corporation claims and payroll in the amount of $4,521,199.31. We ask for your approval. So moved. Second. Katie? No. All in favor? 7-0. Few report items. We'd like to congratulate those students that participated in the Business Professionals of America Leadership Conference. And we have their uh placements there, as well as who participated. Great showing for Kankakee Valley. Also, congratulations to two of our KV track and field athletes who have qualified for the Hoosier State Relays. So, Haley Hass finished sixth sixth in the pole vault pole vault and set a school record for her own school record. Krista Seatsma finished eighth in the 3,200-m run, breaking
011her own school record. Also, congratulations to KV senior athlete Max Dutlinger, who was one of 13 recipients across the state for the IHSAA Jean Cato Memorial Scholarship. And they were And they he was recognized yesterday, as well as KV senior student athlete Aubrey Hanger for being recognized as one of two recipients for the Teammate Award for the IHSAA. And that was yesterday down in Indianapolis. So, congratulations. And the Indiana Department of Education did grant the Tippecanoe Valley School Corporation a waiver for instructional days for the two lost days due to the tornado. And one additional item, congratulations to you as a school board on being recognized by the Indiana School Boards Association for earning the Commendable School Board certificate or or pin, which is in the display back in the back for your professional development
012activities. Also, Bill was recognized that night. And as well as Katie was recognized. And many of you have been recognized in the past as well, so it's based upon your tenure as a school board. Many of you have already reached the highest milestone, so congratulations to that to you all. Under your employment items, we have no retirements, but under resignations, we ask that you accept the resignations as listed. So moved. Second. Joe, Christine. All in favor. 7-0. Under leave request, we ask that you would accept the leave request as presented. So moved. Second. Joe, Dan. All in favor. 7-0. Under extracurricular, we ask that you approve the ECA recommendations. So moved. Second. Katie. Joe. All in favor. 7-0. Under classified, we have one recommendation for employment, and we ask that you approve that recommendation. So
013moved. Second. Bill, Joe. All in favor. 7-0. Under new items, we received a list of several generous donations throughout the corporations that to support our students. We ask that you approve those donations. So moved. Second. Joe Miller, all in favor? 7-0. We'd ask for your approval in hiring three summer helpers to assist with IT task for approximately 10 weeks. This is an item we traditionally do every summer. So moved. Second. Dan Keating, all in favor? 7-0. We recommend your approval to replace carpet in the middle school and Wheatfield Elementary as listed. So moved. Second. Joe Dan, all in favor? 7-0. We'd recommend your approval to repair the terrazzo at the middle school. So moved. Second. Joe Dan, all in favor? 7-0. Mr. Spahn has been working with our teachers in the buildings and he has
014presented a recommendation based upon the buildings teachers responses and recommendations to for English and language arts textbooks beginning for the 26 and 27 school year listed. So moved. Second. Joe Keating, all in favor? 7-0. In F, we recommend your approval to the current honors advanced science course progression at the middle school. In essence, what you're going to what we're asking you to approve is for integrated chemistry physics to be listed taught at the middle school level as a academic honors course. So moved. Second. Jill Christy Christy All in favor? 7-0. We recommend your approval for the addition of the life science course at the high school. So moved. Second. Jill All in favor? 7-0. We recommend that we reseal five storefront frames and that will be at the high school. So moved. Second. Ann Jill,
015all in favor? 7-0. We recommend that temporary summer maintenance help for the summer. This is something we've not asked for before, but uh it's something that individuals could help replace lights in our buildings. Frame properly and then they could do the same job. >> were going to They want for that? Uh two or more. Yeah, but you need Somebody's going to be climbing a ladder, right? Yes, you're going to have to have some assistance, yes. At least two, if not more about that. So moved. Second. Katie, Christy All in favor? 7-0. Under use of school facilities, we recommend you approve the one record request for school facilities. So moved. Second. Jill Katie, all in favor? 7-0. And under professional leave request, we make a recommendation that you approve those as listed. So moved. Second. Jill,
016Joe, all in favor? 7-0 Move for all the items we have for a regular school board meeting. Motion carried. So uh Second. Joe, Christie, all in favor? 7-0 Well, we'll go ahead and start the work session. There are no documents for public, no comment. So we'll start with Mike and then Chris with finance, then we'll go to Don Buck. All right, so uh short, I learned testing in the state has started today. We we have a pretty large window. We are not testing reading out start first day, which is a good thing because uh, Cambium uh, had a a glitch where they sent out a panicked email um, stating that we need to pause on testing the state. Um, so we were glad that we did not start uh, I believe most of them are
017starting next week uh, with testing. Um, the other thing I'd like to thank you for the textbook approval. Uh, the teachers and the principals did a great job of um, really coming together and having input in in what we're doing. Um, and it was a tough decision especially at K3. Uh, they went and we visited some schools, um, had presentations uh, come here to the to the corporate office with teachers and um, so the teachers had a lot of input along with the administrators, but thank you for approving that. Well, I got thank you Mike. Any questions for Mike? Chris with funding and other items. Two items tonight. Uh, from Voya. I believe you guys see you just this afternoon or updated version of our 403B retirement plan. As you approved earlier, we're going to
018be moving to a single vendor of just Voya. We plan to have the plan for you to approve at the next board meeting. And also uh, as you talked about in previous meetings, our February enrollment numbers were down around 80 students from our October count. So beginning in April, the Department of Education will reduce our state support through June by about $97,000 per month. We did talk about that. Those are the only items I have. Any questions for Chris? All right. Don Puckett is here from administrative assistants. And back in the early fall, I believe, you had asked about the feasibility study where for us to look at our elementary config configuration. So, Don has conducted that study and going to present it and I'll let I'll just be quiet and tell us where you
019are where we are with this project. Um as he as Don mentioned, you guys contracted with us in the fall. So, this has been several months ago that we started collecting information and like any data and information, we all know how uh it it changes continually. Uh but this is kind of a a snapshot or a capture of that moment in time from the fall where we started out. Um you know, typically, the research on reorganizing or reconfiguring schools is um very broad, kind of all over the place. You know, basically, what it comes down to is the research doesn't support anyone particular configuration for elementaries. The results are what you do should depend on your school district, very specific to you. And so, as we look at this, those are the factors that we're
020trying to consider to your performances and academics, your curriculum as it's set up, your facilities and building capacities, your staffing, your transportation, all of those things are the things that have the biggest impact on the decision for whether or not you should be your current configuration or reconfiguring to K-5. And so, we took a look by meeting with your instructional leaders and decision makers and collecting data and what we're trying to present to you are the advantages, disadvantages, potential roadblocks based upon what the needs of Kankakee Valley are. The first area we look at was demographics. Probably none of this is new information to anybody sitting in this room, all right? But we're pointing some of these pieces out. Your population in your county is aging. Your growth in your demographics below the age of
02115 are declining. And of course, that means fewer students because of who your population is made up of. More grandparents than parents, typically. And your enrollment is also decreasing. And I think Chris gave us a little snapshot on that. We've seen that now for several years. And of the students who do live within the boundaries of your school district, 84% are currently attending one of your public schools. So that means there are, you know, I think fair contingent of students who are getting their education some other way. Variety of different ways. If we're looking at the facilities, we start by looking at Demars. They are a larger population, the larger population for your primary building. And they are currently, let's just say packed, you know, stuffed to the gills type thing. They use every bit
022of space available to them. And they're using a lot of spaces for instructional purposes that aren't ideal instructional situations based upon where they have to offer those services. And so, they really need either less enrollment or they need more space. That's very clear that that's true. Wheat Field um has less land has fewer primary students enrolled there and as a result of that, they do have additional space available, right? Not all their classrooms are needed for general classroom instruction or even supportive instructional services. Now, they're finding lots of uses for those spaces, certainly, but when it comes right down to it, they could house uh a larger population of students easily. The intermediate school also has a lot of additional space and many of the 11 classrooms that could be housing classes for general instruction
023at this point. Your newest, nicest facility, I guess we might say on one level, has a lot of advantages there, right? That's one of those being additional room right now. So, if we were to redistribute the population you know, by creating three buildings that are K35, that would allow better utilization for that space. It would take kids out of Demorest and move them into what the location that is now the intermediate school or to Wheat Field and maybe have a more balanced distribution of enrollment. Which would be a big advantage if in utilizing your spaces effectively. So, you have three elementary buildings and you'd be talking about transferring them into three elementary buildings. It's just the difference in the grades that are there. And so, there aren't I you know, a lot of huge structural
024needs that are changes that would need to be made. Certainly the restrooms at the intermediate school would have to be addressed. There more than one way you could do that. And then might also want to make a changes in the intermediate building because you'd be accommodating primary students and not the bigger kids like you currently have now. So one of the biggest pieces of course would be your relocating of equipment. Materials that you have in the primary buildings needing to be shared with what would be the new K5 situation that is now the intermediate. Moving furniture around so you have age appropriate furniture. You have you'd be essentially servicing the same number of kids and so you have those materials. It would just be a question of how do we organize it and relocate it
025so that we can use it more effectively if the kids are redistributed. When we look at staffing um at your English school district um you have what many would call a what? A wealth of instructional staff which is a you know, can be a very wonderful thing certainly to have. If you average the number of students in self-contained classrooms it comes out to 19 just over 19 kids per classroom. The state of Indiana the average is 21. So um your class sizes when when taken up on the average all right are smaller. You have um a lovely situation I guess we could say there in that respect. Additionally, your paraprofessional staff is abundance, just usually abundant compared to many other less fortunate schools, I guess we might say. Um if we look at it specifically,
026you know, for we have just over 1,300 kids in the elementaries and about 77 paraprofessionals. Um and so that's exorbitantly more than the ratio to student the student to paraprofessional ratio for the entire state of Indiana, which certainly is can be wonderful luxury to have and have a value, too. But um in a time when we know funding is declining and enrollment is declining, that situation becomes very relevant, shall we say? So we have adequate and more than adequate staff for your current instructional and supplemental programming. And so if you were to reconfigure, you'd have to make adjustments focusing on where people needed to be based upon the location and the services at that at that new locations, right? But we would certainly also have to consider looking at your staff for optimizing um not
027just for instruction and academics, but budgetary resources as well. Um hard facts, I guess we should say. In curriculum, again, you guys are um you are strong. You are very strong. Your Your practices are aligned between the buildings. You have your professional learning communities that you take good at advantage each of. The principals work very hard to coordinate services for kids. You have common assessments, you have curriculum maps, you have power standards. All of those things that impact curriculum along with the quality of your teacher, of course, are currently in place. Certainly one of the most important pieces that you need. Whether or not that's aligned in the three the configuration you have now for three buildings or a new configuration, you still have those in place. One piece of that certainly is also that
028realigning to K5 might give the opportunity to strengthen each of those pieces. Particularly the vertical articulation, let's say, in curriculum when you have K5 all in the same location. So, those all best practices all strongly developed here in your district. There'd be no reason they'd be negatively impacted by reconfiguring the buildings at all. As we consider curriculum instruction, we look at academic performance. Your third graders at the top grade in your primary buildings, if you look at their I read scores specifically for the last 5 years, their scores are strong. They score above the state average every year. They're fairly consistent and where in their scoring. And it's a very a healthy score in the 90th percentile. I think when we look at that data, it tells us that your literacy instruction, particularly at grades
029K through 3, is is strong. It's being effective. And your K through 3 grades are also supported by Title 1 services, which is an integral part, right, for that performance. Your 4 and 5 grades do not have those services. We move on and look at Let's start with I-Learn ELA, okay, over the last 5 years. We can see at each of those years, um, all three grade levels are performing above the state average. Commendable. Um, we can see growth. And if we follow, um, let's take a Let's take a fourth grade class, for example, or a third grade class. Let's go back to 2021 in third grade, those kids were scoring between 55 and 59% for passing ELA. Those same kids, basically the same kids in that grade level, when we look at 2022, would
030be fourth graders. 56.8%. That's fairly consistent. It's not showing significant growth, all right, but it's certainly not showing any kind of drastic decline. Take the same group of kids, they'd be fifth graders in 2023. Now it's 45.8, so we are seeing a drop. And we see that pattern in each of those classes through the years. When you follow the same group of kids from year to year, we're not seeing a drop from third to fourth, which is where the transition is between the buildings, but we are seeing a drop from fourth to fifth in ELA. So, just as in summary, you know, they score above the state average. We don't see a drop from third to fourth grade, which is what is typical for transition years according to research. Not for us, apparently. But from
031fourth to fifth grade, we're noticing a decline. We see it in ELA. When we look at math, again, we see it. There's not a decline for fourth grade, but there is for fifth grade. Now, finding out the reason for that is not always real easy, all right? But what we're looking at is does having the transition impact students? Research shows that um multiple transitions for kids between buildings can have a negative impact on a variety of things, one of which is academic performance. At KB, that hasn't been true. Now, granted, the research is predominantly about middle school age kids. There haven't has not been a lot of research um specific to third, fourth grade situation, but but if we apply it, it talks about multiple transitions. We have four. If they were three, that'd be
032one less, certainly. Maybe that has some impact in some way. So, if we're considering those, both the ELA and math scores indicate that the transition between third and fourth grade are not being negatively impacted. But it's about, all right. Research talks about the other things that are often negatively impacted by having those transitions. Having to change buildings, it's not just student achievement, which apparently you guys have done a pretty good job overcoming that, Ergo. But it's also social emotional well-being. It's relationships. The ability relationships with teachers. We know when we look at poverty, students in poverty, the number one thing impacting students in in poverty and helping them overcome and achieve academically is relationship with the teacher. This The research shows that changing buildings can have negative impacts on that. Behavior of your students. We
033all know that behaviors are a little difficult to um regulate and determine what the cause for behaviors are because there can a lot of other factors impacting the behavior, not just what we're doing in school, certainly. But it is one of the areas that can definitely be uh impacted by that. And the continuity of instruction. So, in that area, before we switch to transportation, our test scores don't show a significant drop as a result of transition, at least immediately. We have a drop, but there might be There are other factors probably impacting that one, all right? But we know that having the transition between third and fourth grade has the potential to negatively impact kids in a lot of other ways. So, another area we looked at was transportation, okay? So, currently the amount of
034time that your students spend on the bus for the morning route and then again in the evening is 40 minutes. So, typically 80 minutes a day, right? You got to do something here. Yeah. So, we have 34 buses that are running routes. 26 of them, according to Rhonda, go to the intermediate school for drop-off and transfer, then go out to the elementaries, right? And then in the evening, they reverse that process. They They come from the elementary to the intermediate school. That additional time on the bus, the time for the transfer, and the time to travel back and forth, right, between the intermediate school and the primary building is about 15 minutes each morning and 15 minutes each afternoon. So, when we go back to the thought that the average amount of time that the
035student spends on the bus is 40 minutes in the morning, 40 minutes in the afternoon, on average, okay? Of that, we've got the times that goes for transfers, right, and travel to the elementary. So, if you took that time, 15 minutes in the morning, 15 minutes in the afternoon, and you eliminate that, the average amount of time the child will be on the bus will be 50 minutes a day. Over the course of the year, that's 90 hours of saved time. So, if your if your buses are running directly to three K through five buildings, rather than having to do the transfer in and the transfer back out again in the evening, the amount of time you'd save for students on the bus is pretty significant. So, if we were to reconfigure the bus routes,
036right, so that you were going to three K5, you're not only going to save on transportation costs, right? Obviously, it's fewer miles and time, but it's also creating a balanced distribution of students among the buildings. I think I must have a heavy finger. Who's John Miller? Yeah, jump to the next slide. So, let's put all this together. Okay, try to be a little lighter on it. When we look at the information we've been talking about, here's what we come up with. Okay. We have a declining enrollment, loss of funds, right? And the number of kids in our school district attending the school has decreased, right? In terms of percentages. And so, that would tell us we really are going to have to look at our staff and make sure that we are either reducing staff
037based upon the number of students enrolled and having the right appropriate ratio, what works best for kids, right? Reducing the staff or possibly uh reducing staff by attrition. You know, if you're looking at this potential um reorganization, you're talking about a a pretty lengthy process, right? And so, if it's going to take 3 years to go through the process, if you were to decide you were going to do this and if it were to take you 3 years to go through the process and get it organized and planned and in place, you're talking about all of 2029. In that time, there probably will be changes among your staff that looking forward, you can see how you might use those situations to better um make to make the rate the ratio uh a little more um
038not necessarily advantageous, but so that it fits budgetarily as well as educationally. So, that might be one of the pieces we can look at there. It's an opportunity to decrease the number of transitions. Where um currently your kids have four, they could only have three. You're not probably ever going to get rid of all of them unless you're going to go to a K-12 environment, which you know, I I'm not sure there's much anybody that does that anymore. Uh I Wait a minute, I shouldn't say that. I do know two state of Indiana that do that still, but their numbers are much smaller. And so, we could reduce the number of transitions for students and they positively impact the school community. All of those factors that we had mentioned earlier might be in play there.
039You probably aren't going to have to do significant restructuring of your buildings. They they meet code for elementary schools currently, right? But you probably also are going to want to make changes if it fits your financial plan. If to make changes so that it suits, for example, primary students more appropriately. Your principals can tell you there are some special needs for primary kids that uh moving into a older kids environment, it changes things, so some of that could take place. Right. By law, it doesn't have to take place. But again, that's part of why the process might take us three long years to put in place. Reassigning your staff, you have to as we said before, we needed to make sure we were optimizing it for budgetary resources as well as academic resources, but we
040have to figure out what are the changes in terms of which staff go where. You have plenty of staff licensed in the appropriate areas, but there's going to have to be some re-division of that. Some of that will be teachers who really want that to have happened, you know, we we get lucky in that the entire case. Otherwise, you're going to have a process in place to determine how that's going to work. Again, part of our three-year long steps. Your current instructional and supplemental programs have the staffing they need. You guys have the programs in place wait in order to make sure your curriculum fits, that you're providing the instruction that needs uh it's just a question again of providing it in different locations or setting up schedules between the three buildings for shared staff
041if it's needed. The bus routes, the biggest advantage of that would be saving time for kids on the buses. In my opinion, there's also a safety factor there. Less time on the bus is safer situation for this at least from the school's perspective, right? So, we not only save transportation costs, time for our staff, but also um distributing the kids evenly between the different buildings. Now, as I've mentioned a couple times, should you decide, you know, you want to go that direction, the whole process requires extensive planning and involvement of stakeholders, certainly. Um making sure you have good communication and making sure that you collectively and collaboratively plan for the changes. It's not something that happens quickly. It's not something that one person sits up here and says, "This is it. This is it. This
042is it." It's got to be done collaboratively to be effective. For what if for nothing else other than the buy-in, right? We need everyone who's who's stepping into the role, particularly for academic purposes and instructional purposes and working with those kids, to have some buy-in. Some ownership and some buy-in. So, looking forward the district wants to collect information from your stakeholders. And the first step in that was would be to distribute survey. We're We're supposed to meet next week in our elementary schools just sharing more this information again, making it available if there's community members who want to come in and hear about it and and the staff that maybe what wasn't here tonight wants to hear about it. But then the next step the following week would be to issue the survey. Give the
043people opportunity to weigh in. And hopefully it also helps them to have an understanding of why you're looking at this and what some of the consequences would be. Once you get to that point, you get your you get all your information collected from your stakeholders, then if the district decides that you want to move forward with it, that's when you start with your planning committees. And that's when the long process begins. The real work. And again, it looks like if the district went with this you'd be opening your your reconfigured buildings like in the fall of 2029. So. It's not an easy task, obviously. But it can be very meaningful. It can strengthen your program. It can be very effective for your kids, for your communities, your parents. That's a big factor as well. So
044that is pretty much the synopsis of the feasibility study that we generated it. Questions? Yours? We'll put your presentation on our website this week and then you're coming back to all three elementary. Yes, we are there. Um let's see, intermediate school on Tuesday, the 21st and then Wheat Field Wednesday, 22nd and Demont's Thursday. 23rd. Will you present the same information? And then we'll we'll send the survey out. The following week? After those days? >> Yeah. Okay. >> And then once we get all the survey information, the questions then you'll provide that to the board. >> Yeah. We'll we'll come back with all our findings. Board decision. I do have a question for you. We talked a lot about what it would mean for our students. Is there um a glaring negative to reconfiguring the reconfiguring
045in your opinion? A glaring one? Like something that's just like nothing's jumping out at me as this you should not do this. Is there something that I'm missing when I have read the study and then heard the I don't think that there is a glaring disadvantage to it. I think like anything there'll be some growing pains. And it's as much for the adults as for the kids, quite honestly. That's typically how it works, right? We have a hard time making the adjustments. But I think overall what your district leadership and your staff what they do with this will determine how far-reaching the successes go. That makes sense. Because ultimately the success for every child it comes back to that. To the people. I do have a question. Is there any kind of study that shows
046K through 3 kids together? There's a >> Or K through 5 There's extensive research that indicates that the importance of continuity of curriculum is most evident in grades K through 3. It doesn't indicate that they needed to be separated in any way or that they need to be joined in any way, but that research points out that that is the most impactful years and the effect of the curriculum and having consistency and a vertical alignment is doubly important in those years. But it doesn't really address whether or not they needed to be separated in any way. Thank you. Well, thank you. >> Thank you. Appreciate it. Thank you. So ISBA October 5th and 6th down at Indianapolis. So as a board please be thinking about that. And then also the Jasper County Economic Development Organization,
047this will be brought to our next meeting. They have asked to rent the auxiliary gym for community information and engagement event. So, that will be brought to you. So, that's going to be on May 27th. Thank you. Could you repeat that? May 27th. Thank you. Thank you. Is that the final mission? Um the economic development Mhm. We're talking about things on the new schedule. Very good. Those are all the items that we have for our work session. So, the board have anything? If not, that will conclude our work session.