001deeply involved in many different aspects at Loganport High School. So, 30 clubs on campus, 22 athletic teams um that obviously help promote them not just academically but socially. And then uh about 93% of our students um have the great opportunity of being able to walk across campus and join our uh wonderful programming at CCC. We've got three main improvement goals. These have been pillars to Loganport High School over the years and they're going to continue to be. uh 90% graduation rate, 95% attendance rate and ensuring that 100% of our students are college and career ready once they leave the walls of of LHS. Um and you can see here just over the three years um some cohort data. 2023 and 2024 we had 91% graduation rate and we were right there um at the end
002of last year, but unfortunately we had just a few students that weren't able to uh pass the finish line uh with summer programming to get that uh before commencement. But we were still at our 90% goal. Um and our goal is obviously within that moving forward. This is a powerful picture. You guys know the impact of this. This was last year. U before our commencement at LHS. Uh we traveled over to IvyTech and you could see in that 2025 cohort, those students um 82 of which that had earned their ICC uh which is that core transfer credits u that they're able to take with them um upon graduation from LHS. 24 students who have earned their associates degree. Um just over 4,500 dual credits earned and then the big financial savings uh that big number
003there $1.8 million um in tuition savings for our students. Uh that's done because of the hard work and the dedication, the programming that we have in place not just at LHS but at CCC. And you can see there 130 dual credits that are offered u between those two campuses. So this kind of just shows you some historical trends over the years. I'll start from class of 2019 and then work our way left. U those first four years there 2019 to 2022 um we did not have associates programming u that was attainable or in place. Um but you can see there starting in 2023 was our first two students that were able to attain uh their associates degrees and you can see how it's grown um over the years. So in 24 10 students um in
00425 24 students and then uh you know we've kind of seen not I wouldn't say a plateau but you kind of get to a point where um you're starting to see now um the number of students that we have and trying to be steady with and consistent with those numbers um and the growth. And so we've got 19 students that are projected with a potential of five or 10 more students that could potentially get some dual enrollment opportunities over the course of the year. And then our ICC numbers as they've continued to grow since 2019 um all the way now to uh 82 this past year with projection of 84 uh with the class of 2026. Uh we're very proud of that. And so a new thing um as you know with the current class
005of 2029, our freshman um is the uh new diploma changes and and you'll see some parallel and you'll see also some changes within that. And so, uh, that left side there is the traditional Indiana college core, um, that our students can attain, um, our current sophomores, juniors, and seniors. Um, and then the comparison guide to the right then, um, with our class of 29, the kind of that what we would consider base diploma. Um, so the big thing on there, as you can see, eight credits in English as an example. Um, if you look over to the right with the new diploma changes for our current freshmen, uh, the only requirement now is two credits in English nine, uh, with one communication focus class, um, and then five additional English credits to be determined, um,
006based on the course programming that we have at Loganport High School, but it's not your traditional English 9, English 10, English 11, and English English 12, which allows us for some flexibility um, in the programs and the offerings that we have for our students. Again, a math comparison. They they've increased to one U credit that's required between the two diploma changes. Um, two credits of algebra. That's all the same. A new addition to this is one credit of personal finance uh with starting with our freshman class. And then four additional math credits again as determined by the school uh to be able to fit the coursework that they have to offer. Um, science and technology, engineering, STEM focused. Um, so you can see the comparison there. We still have as Mrs. Hagert is going to
007talk about um some things here shortly. Uh we still bio um is certainly an important piece and component in coursework uh within uh the course catalog that we have at Loganport High School, but then you have some changes there to where computer science is now in addition um that one credit there um and then two additional science credits and two STEM focused credits um in addition to what's needed for their graduation pathway. uh social studies, it goes from six credits to five credits. Uh the still two credits of US history. Um one credit of government, that's all the same, but the big change here is as you can see on the lefth hand side, econ as a one semester, one credit course. Um and also the world history, civilization, geography um has changed now to
008a two credits of world perspective uh which we can talk about here shortly on what that looks like uh within the course offerings. So then we jump into out of the content areas some of our other areas um in which that we look at PE. Uh again this is changed from the the previous model of two required credits of PE and one health and wellness to now just one credit of PE and one of health and wellness. And the great thing about some of this stuff is like P as an example our PCC programming. Uh many of these opportunities we're providing at the junior high school so students can get those um credits taken care of and start their transcript early. um along with um some other courses, algebra and such that they have based
009on their development and abilities to be able to take. Um it just frees up some opportunities for us at Loganport High School and their pathways uh that you'll see here shortly. Um the directed electives, there's been changes there that have kind of moved into the personalized electives. So now it's 12 total credits u that can be within our CTE programming, fine arts, and world language. Uh and then college and career readiness is that PCC's class that we have. So comparatively you're looking at 40 credits as a base um to a new 42 credits now uh with our class of 2029 diploma. I know you can't read this but I'll kind of just touch base on it just to give you a little example. Um that's the base diploma as mentioned and then you can add
010seals to this. Um and so the new seals now are the honors seals and the honors plus seal. um they really focus on as we look at three areas of being enrolled and listed or employed. Um there across the top there's where you'll see those um seal options and then there's different criteria as you can see there u that would be a variety of different task or criteria that needs to be met in order to attain that. uh we can you can look at kind of that enrollment honors seal as kind of the current academic honors diploma. Very similar um as to what we currently offer with our sophomores through seniors. Um and then um again a variety of different work-based learning opportunities and such that are really tailored, they say tailored to um the
011programming and offering to be able to meet the needs of the students to put them in a pathway based upon whether they're ready for post-secary, they're wanting to go to college or university or they're looking to enroll or they're looking to be employed right away out out of high school. on. So, um, we what we're looking also to do with this is really, uh, there's a lot of information to take in families, students, and try to put together a path or a road map for them to be able to see what does this look like over four years. And so, this is just a sample of that. This is that basic um, diploma that you can see beginning with the class of 2029. And so that's the courses that they would be able to take
012over their four years in their content areas to to help them successfully complete complete that. And then certainly we're going to have one for each of the honors seals looking at your 3E looking at your honors plus uh with the three E there. Our ICC programming that we have um early college programming and our PEK or PCAP. So that'd be a great resource for our guidance counselors to work through um and also our families and students to see um over their time. And then, you know, academics is extremely important, right? Setting students up for success, but relationships and ensuring that our students are safe once they enter the walls of Loganport High School is certainly a number one priority for us because all those other opportunities and learning in the classroom and our environments that
013we create um have to be done in a safe environment. And so, um you can see here obviously that the trust that strengthens the relationship between our staff and our students and our families. those connections, engagement within the classroom, um certainly lead to academic performance and long-term success. And I'm going to have uh Mr. Dubes kind of go over some of those key things that we have happening at Loganport High School um that promote student safety and staff safety. >> Thank you. >> Uh first thing we'll take a look at is the staff education and training. Um each year our staff will do vector training, uh which is safe schools videos training. Uh we have brought in the DEA Michael Clark out of Carmel uh to talk about current drug trends uh that we see
014not only locally but around the state. Uh we've offered active shooter training that Loganport Police Department's put on for our staff to kind of witness and walk through. Uh and then our SRO's do local trainings as as well for our staff. uh the ARS, the anonymous reporting system. Uh students have students and faculty have staff are have an opportunity to report anything that they would find in the school that that is not school related, off base, uh puts them in an awkward situation, anything like that. Uh we've had about five reports so far that we've um investigated and followed up on. Uh our school safety specialists, currently we have five school safety specialists in the high school. Uh we renew our training every year either in the fall or the spring in a two-day conference
015or can do regional conferences as well to renew that. Uh this year we'll put a uh a six staff member through uh basic school safety which will occur in the fall and the spring. Uh September 10, our ALS training, which stands for alert, lockdown, inform, counter, and evacuate. Our high school staff along with the corporation will go through uh a training led by our SRO's. Uh and then in the afternoon, our high school staff will break out and go through scenarios uh in the Alice training, the reunification drill. This year, Loganport High School and the Century Career Center will do our reunification drill. Uh we reunify uh off-campus at IvyTech. So, we have already initially met with IvyTech to discuss how that's going to look. Uh we're looking uh the dates of March 16th through
01620th, which is the IvyTech spring break. uh they thought that would be the best time to we're going to try to evacuate 200 kids volunteers and uh get that done. Uh then the Cass County Safety Commission, our first meeting this year will be October 2nd. Uh that's where we bring in all the other school corporations along with fire chief, police chief, judge, prosecutor. Uh there's about 30 people that attend that. Uh at our first meeting, we'll discuss the um Alice scenarios that we run at the high school and then our big initiative this year is to try to get all of the high schools in the county digitally mapped. So just a little bit about what we're doing school safety wise at the high school >> and then to continue on um I'm going to
017share the projection. Um it's a proposal of the new accountability system for high schools um in public high school. It's also known as things that make you go hm. Um they have initiated five characteristics that they're looking for in high school students. So academic mastery, career and post-secary readiness, credentiing, communication and collaboration, work ethic, and then civic financial and digital literacy. and then to the right have said what those may look like. So pieces of of data that they may look to to then garner some um high school scores off of that. With that being said, they are going to initiate a new grading model second semester. It's to be approved by December of 2025. Grades then initiated second semester of this year, which means it's off of historical data that's already happened. So there's
018nothing we can really change about the grade that's going to be be put on us for this first year, but it will be on the 90 80 70 60 59 model. With that being said, high schools now are going to be given grades at two grade levels. So at the 10th grade, it is going to begin by students being on track with academic mastery demonstrated by earning at least 10 credits. At Loganport High School, we have a potential for 14 credits, seven each semester. So 10 is very reasonable. It's something they should be achieving. Then there's additional knowledge, skills, and experiences that the state is looking for in order to honor those students with additional points to get to 100% value or at least a 90% A. Those are based on attendance. two credits in
019college and career coursework, passing the biology ECA. That is next to nil across the entire state of Indiana on passing that assessment. College ready PSAT benchmarks and also meeting an English language proficiency goal based off of WEDA assessments. So, what they're looking at at the 10th grade level, and I'll show you a spreadsheet here in a second on how this gets figured, but the base on where a student begins is based on how many credits, whether they've met their 10 or below their 10 or approaching their 10 credits, and then they get additional points for those extra criteria below. And then 12th grade will also get another score for our seniors based on SAT proficiency. They have not looked at this point to clearly separate ELA and math um to determine what that looks like,
020but ELA and math SAT proficiency is the beginning point on whether or not students are in the red, yellow, or green. And then their additional knowledge and skills mimic those at the 10th grade level um on some of the pieces, but we add a few additional primary goal is one of the those diploma seals. So, not just the base diploma to graduate, but they need an academic honors or they need so many workbased uh learning hours in order to get the employment seal or additional scores on ASVAB as an example for the enlistment seals. They've also added on here um 150 hours of work-based learning. So if you think that we're just over 30 weeks of school, that's about five hours a week that students would need in a single year or you have to
021map that out over a couple of years in order to make that um happen for students. We do have some of our students that would meet that because they already participate in co-op, etc. We have a lot of students that might benefit from that, especially in the scoring model, um, but have no room in their schedule to fit that in. Here's an example of the 10th grade accountability spreadsheet. And I'm going to walk over here just so I can point this out a little bit. So, the beginning for 10th grade, remember, is based off of 10 credits at the end of freshman year. 10 credits at the end of freshman year. So they they begin here. If they fall between zero and seven credits, they follow the red top row. If they earn eight or
022nine credits their freshman year, they follow the yellow row and the green row if they meet that 10 or above. So they begin here. Notice if we have a student with only seven credits, they begin with a 0% out of a 100% grade. 20% even if they have nine credits, they're only getting us a 20 and you're still failing with a 50% if you do meet the 10 to 14. So it means you have to get those additional skills, attendance, etc. So those are listed down here. So I have students beginning here. If we get them to make sure they're at school 94% of the time, they get to move one success indicator over. So now I have a 20, a 60%, or a 70%. For those students, if I can get them to earn
023a second success indicator, now I get them moved over here. Again, it's still following their row. So my student that was off track is still a 50%. With those two indicators, 80% or 90%, if we get students then that meet three success indicators from these down here, they get to move over to the edge. Now, for the seniors, this gets real interesting. This begins with the SAT. We have 50% of Loganport High School students that we're gearing up because it's studentdriven decisionmaking that they want to go into career. So, they want to employ or enlist. The SAT does not matter for those kids. But we have to start here. So again, zero success indicators. If they do not meet the SAT benchmark proficiency set by the state, they count as zero. So any students that
024are on our career paths that it's really not purposeful for them are starting with a zero and trying to move on 20 or 50 meeting proficiency. Then again, as they start to meet these, if they meet one additional indicator, they're here. Two additional indicators, three additional indicators. Notice if I have a student who is wellprepared for the workforce meets three indicators and I'm thinking if I'm if I'm one of those employers, if they got the employment seal and they were here for attendance rate and they had 150 hours in the workforce, that's somebody I want to employ that's going to be very successful. But they're B minus on this. Think of the number of kids we would have to have at or above proficiency on the SAT to make up for the kids who truly
025want to be good in the workforce and are good in the workforce just to be an A to get to 90%. Because they're going to average all the kids together. >> That's how we're getting our letter grades. So highest priority um obviously has always been for Loganport High School for years even when I was here before is enroll and list employee and we are sticking by that. So the one thing we have brought in this year is a program called Zello. It's replacing Navian which we've used for years and years. It's a college and career readiness software. We kicked it off a couple of weeks ago and we began by just two simple questions in a survey to a student. All students received question number one. Do you want to enroll, enlist or employ? And
026it said um some some things that you might do with those things. Kids all chose one. Then it said, what do you want to be when you grow up? Just give us that was the most fascinating thing. I was like this is so fun just to read. Um who wants to be an autotometrist? who wants to be a photographer, maybe a teacher, who wants, you know, just really cool to to read all of these things. So, I have been spearheading this along with Abby to make sure we are three steps. Notice Abby got brought into this again. Um to make sure we we're like maybe a step and a half ahead of what we're doing with kids to make sure we know what we're doing before we initiate it. But I've been preparing a weekly
027lesson plan for all of LHS and CCC teachers that have impact and then we are using our Tuesdays of PD in the mornings where I model the lesson. So CCC or LHS teachers get a lesson from me. I model it and then they take that exact lesson and go back and do it with their impact students on the Friday of the same week. So tomorrow is a brand new lesson. So we're going to learn a lesson tomorrow. It's called matchmaker and it basically is on a five fivepoint scale. I very much do not like. I sort of kind of do not like. I'm not sure. I sort of kind of like I really really like. And it asks them 39 questions and then it will start to match careers that that are closely um credentialed
028along with what their answers were. It's really really cool. So, I did mine and the staff all laughed because my number one was secondary school administrator. That's what my second one was a superintendent. Move over, Mrs. Stury. Never mind. It's never happening. And um number three, I think had something else to do in education. I forget what it was. And the whole staff was like busting up laughing. They're like, "Oh my gosh." I'm like, "It works clearly." Right? So, this has been really, really cool. I can't wait to like get it rolling even more because I think the kids are going to find it fascinating and ultimately learn about careers they don't even know exist because we live a fairly sheltered life, right? Then we have the Hagerty Summit of Data. I've taken all student
029names off of this. You can't see what any of this belongs to, but this is every kid all their dreams and all their realities. This is being shared with specific teachers that that work with specific kids. So, we can start to say, "Hey, I'll use my own kid as an example. Brooklyn Hagerty, you're saying you want to be a real estate agent. You want to go into pitching to be a pitching coach and maybe own your own business in one of those two areas one day." Perfect. You want to go enroll. Does your historical data show that you're ready for that? And if your historical data doesn't show you're ready for that with PSAT, SAT, previous scores, etc., what are we going to do to turn that around? My own kid, and I'll share, I
030don't know if she's one of those up there or not, but she has one where she's approaching and one where she's not approaching. She is definitely going to college. What in the world? And so I asked her about it. Like I showed her her line item and she was like, "Well, like I didn't really know the PSAT meant that much. She causes me to twitch sometimes." So part of that is our problem. Part of that is our problem. I know we have high achieving kids that don't know the meaning of the things we're doing to them. So part of that is bringing meaning. That's forthcoming. Um, but the other part is some of it doesn't make sense for what kids want to do, but we're still trucking them along in in areas of of their
031interests. So, here's one really really cool thing. Um, we have partnered with our key club has partnered with Kiwanas and Kiwanas is helping to fund a brand new lunch and learn program that we kicked off last week. So, we have put out two different surveys. Our key club members had a survey that they could fill out an application to become a tutor by volunteering their lunch times to go tutor another student in need. And then we have teachers who are putting out a survey um to to those of us that are helping run it to say, I have this student who could need help in algebra. So, what we've done is taken all of our key club members that want to be a tutor and said, "Who matches up on first period with algebra, with
032a kid who eats first period lunch and needs algebra help?" And they've become partners. So, we have um around 20 just over 20 partnering pairs, first lunch, second lunch, and third lunch. Our partnership with Kiwanas is allowing us to incentivize them. So there's three criterias of success up at the top. The partners have to meet a minimum of twice a week. They're meeting in one of our lecture halls and it's facilitated by a minimum of two teachers each each lunch shift. They have to the student getting tutored has to maintain or improve the grade in that specific course. We said maintain because not everybody's entering grades at certain times and so we don't want the students say I turned them in and so maintain or improve. And then if they have any missing assignments, the
033number of missing assignments has to improve in that given week. If they meet those three criteria, the tutor submits their survey for the week. And those surveys go into a drawing with five partnering pairs getting today um $5 gift cards to McDonald's each. So the really cool story came Julie Galmer, who's in this picture, she's our key club sponsor. She came to me this morning. She's like, "You're going to love this. Such and such student said sent her an email and said, "I don't think I should be going to tutoring because he's one getting tutored." And she's like, "Oh, I think you need to give it another week." Well, his name got drawn. And so today, he got announced as as a name that got drawn and he came to her right after the announcements
034after first period and he said, "I think I'll give it another week." So I was like, "See, get them with food just like everybody else." Um, and then here's the last slide for today, and this is what we're focusing on moving forward. So, our one of our core values, the number one value up there is studentdriven decision-making. Despite what the state is going to grade us on, we are not going to waver off of doing what's in the best interest of our students. So, if that means I'm taking an 80 for a kid or a 70 for a kid because they are an employee track and they're a phenomenal worker, so be it. That's what we're going to do. Now, what we are doing is we are sharing this with staff. They they already got
035to see the accountability a week ago. We're sharing this with staff and we are going to share it with students. And students, you've answered for us if I'm going to enroll, enlist, or employ. Now, tell me on here which three criteria of success you're going to meet. And we're going to have them put that in their Zello. And we're going to track that throughout the years to see how we're doing on meeting the goals that are student driven, not accountability driven. And we're going to take the scores that go along with that. Any questions? It's a lot. >> I don't know how to formulate one. You're questioning your life's decisions on my rehire, are you? on the whole chart thing, moving here, moving there. >> Yeah, it's a lot, but we do it. And ultimately
036for me, I I shared with Michael and JD all along, like regardless of what the state does to us, cuz it they are doing it to us. Like, we are not pigeon towing a a kid down a PSAT, SAT. I'm not I won't do it. I will tell them it matters, so do your best. But if I can get a kid to go from below to approaching and I get points because of it, great. If they're below and they stay a below, I am not going to chastise a kid that doesn't want to enroll in college because they're not a high enough score. >> So, they're going to use the the SAT as the entry point for the seniors. Yeah. >> Right. >> Yeah. >> Um which I thought was ironic that they're using that
037at all since a lot of the colleges aren't even using SAT anymore. Um, >> do we have any more IEP then or any of that? >> So, biology is for us at the high school. >> It's still biology ECA, >> but none of the other >> we don't have anything at freshman year, nothing at sophomore year. SAT is junior year. So, the seniors are being graded off of their junior SAT, which is why I said this year, like the scores are going to come out second semester for this year's seniors. It's based on their last year SAT score. Um, so it's it's all lagging data for this year, but yes, it does. The ECA, which is all we have for biology, has never in the history of high schools counted. >> Yeah, >> it is
038counting this year as a success factor. If those freshman or sophomore year students can pass it >> and there's no incentive for a student to do well on the SAT, they don't need it. And and like they don't even need it for a lot of the colleges anymore. >> Yeah. >> Mind you, we put every kid is required to take the SAT. Biology ECA has been a participation >> no came out of no child left behind participation and the biology of today is not the biology of the past >> the biology they take now >> it's very molecular so we used to dissect >> not even very meaningful to kids today >> interesting >> just trying to comprehend the the pressures here I Yeah, >> I know you you're not putting this on students. It's
039mandated. I get that. >> Mhm. >> The slide with the 19 associate degrees and there's like 84 college core. Um it's just a lot of pressure. I mean, it seems like we're just like want to be older than they are or something. Are we seeing >> mental I don't Are we seeing the anxiety levels, the issues, the more counselors needed? I mean, I'm not saying you're putting on them because you're not. >> But man, this I'm I'm I'm pressured just reading intense stuff. I couldn't imagine everything else they go through and the parents trying to pressure him to get the associates degree or we want him to have a core college 40 because it saves money. That's all good stuff, but achievements like that come with pressures and I just didn't know for physically seeing
040things. >> I know I'm a short-timer right now, so I haven't heard about like the any mental health I'm hearing about are not the students that are striving for this. It's environmental factors outside. Um, anybody that's been here? >> Totally agree. >> Yeah. like it's it's the same very small percentage of students that have have issues needing the counselor more and it's not the one striving for this kind of stuff. Historically though to pinpoint on that we did see that when we were val South School when we had validictorian and saludiatoran those top fourish kids >> it was it was rough. So, but I I haven't seen it. And in all honesty, I present this to I already presented to the staff, but it was under the same notion of like we are not going
041to strive to be an a high school and make kids do things they don't want to do. Like, it's not our core value of who we are. I'm not doing it. But I also don't like to lose and I don't like kids to lose. So, what is the game and what can I do within the game to still be purposeful for a kid who wants to go to employment? I want you to be able to show your employer that you come to school every day and that I have some experience and maybe I have a credential in a certain pathway. Like, that's all okay. If that only earns you an 80%, so be it. I feel like it's 100% in our book. But some of these others, like I don't think those those success indicators
042at the bottom are bad things. Like it's things we should be striving for anyways. Do they need a three? I don't know. We could probably argue that. To me, it's the starting point for 12th grade. You're going to start them at the SAT. Come on. Right. >> You're not starting them at 30 credits like you did the freshman at 10. Like, so that's the part that it's like, come on, people. You put a boatload of money in CTE and you don't put the score to go along with that. >> Well, that's the other thing dynamic for me is how kids are getting all these hours at grossly discounted rates when you would think these universities would be squawking it. Kids are only going to be there two years potentially. They're not getting the four-year tuition.
043>> I'm like, where's that where's the gap coming from? I'm confused on We've we've had some encounters with our teachers getting their credentiing under a teacher at a university, but there was a little like >> just not niceness. >> Yeah, it was it was felt by a few but >> but it does also help their graduate their four-year graduation rate which colleges are colleges needed on if you will. >> Absolutely. >> Keep their funding. >> Yeah. I'm not asking you to solve that question. >> Just talking out loud that >> anything else. It's a lot for the high school. But [Music] >> come on, Mil. >> Throw something at me. >> JD's not standing up there. My questions were for JD. >> We already talked about that. Ready, Mil? What do you got? Page 94
044of the handbook will be listed here. >> Well, thank you. We uh, you know, certainly wouldn't be able to do what we're able to do and provide what we can for our students if it wasn't for your guys' support. And certainly there's things, Mr. Cubby, to your point, that always come with things to consider. Um, and so, u, making sure that we're making the best decisions for our staff and our students are number one priority, and we're very proud to be able to do that at Women's High School. Great >> presentation. Thank you. >> Thank you guys. >> All right, moving on to our public hearing for the collective bargaining process for the year 2025. >> Um, we are required by law to have a uh hearing to say that we are getting ready to
045go into collective bargaining season, which it can not start until you can officially start bargaining until September 15th um is when it can actually open. Um and so today is our hearing. Basically, um what we will be looking at bargaining are novel things, wages, benefits, and language. And so we are extremely fortunate to have a great working relationship. And we've been talking all summer long, really back to bless February, about kind of where we're going and what we need to do and and to how we're going to get there. and you know they're fully aware of the financial implications and where our budget is and what the legislators have done to us. I will just say that. Um and so I think tonight on the LEA's behalf, Corey Kripe is here. I don't know Corey
046if there's anything you want to say. Um people will have at the end of the board meeting an an opportunity to give input about collective bargaining, ask questions if you'd like. All right, follow. >> Okay, moving on now to uh action items. We have the consideration recommendations to approve the following policy changes. What I thought I'd do since we're now being live streamed, me just running off a bunch of numbers doesn't make much sense to anybody. So, I will actually put some uh short descriptions to these, anyone is welcome if they'd like to if they see this and say, "What what what policy is changing in mandatory curriculum?" Um we have that all available here at the administration. So feel free to come in. Uh so there are going to be there are we have
047some suggested changes. Uh policy 2221 mandatory curriculum 2410 audio video and digital recording of meetings. Uh policy 2414 reproductive health and family planning and human sexuality instruction. Policy 2416 student privacy and parental access to information. Policy 2461, recording of IEP team meetings and case conferences. Policy 2623 would be student assessment. Uh policy 3220.02 supplemental payment for teachers. Uh policy 5111 determination of legal settlements and eligibility for enrollment of students without legal settlements in the corporation. Proof of residency. Uh policy 5200 attendance. Policy 5223, release time for religious instruction. Policy 5517, anti-harassment. Uh policy 5517.01, bullying. Uh policy 5600, student discipline. Policy 5605, suspension, expulsion of students with disabilities. Policy 5610, suspension, expulsion of students. Policy 5611, due process rights. And policy 5771, search and seizure. So that is a list of those. We are now
048asked to uh vote to consider to accept the changes to those policies. Do I have a motion? >> I'll make a motion. >> Is there a second? >> Second. >> Any further discussion, questions or comments? >> No. All those in favor signify by sign of I. >> I. All those opposed same sign. Motion passes. I would just say all those policies are obviously recommendations from the policy company we work with Neiola that brings us in line with legislative changes. nothing we've gone out and done making rogue rules on our own if you will just brings us in line with >> law yeah an ongoing basis for the people watching this um it is a case where their business is to tell you how to fine-tune your policies because of all over the country people do
049things in schools and they did had some unintentional consequences when they would do something in some way so they make recommendations to us to how to clean up our stuff so we don't have makes any crazy. Um, okay. Next is the first readings and these are consideration of uh policy changes and we have just two uh 5500 student conduct and policy 8420 emergency preparedness plans and drills and those this is just the first reading so we will not vote on this this evening but again it's available here in the administration building if you want to come in and to find out what that's all about. Moving on now to department comments, business report with Mr. Correct. >> Yeah. Two items for your benefit tonight. Uh next meeting we'll actually have the budget hearing. We will
050receive packets on that information as well. Standard process for us hearing on the 22nd with adoption uh scheduled for the 6th of October. Uh second item for tonight, update on the project at junior high. Uh contractors continue to work even though we have students on campus. They're working when they can to uh to get things wrapped up. We expect substantial completion during fall break. Um it's a good time for a few of those items to be uh addressed that are left outstanding. Uh I would say the one area um that we have to wait until fall break is the flooring in the A area. There's an epoxy coating that has to go down. It takes about a week to get all that prepped and and down and cured. So, um we decided to schedule that
051for fall break. The space can still be used. Um and uh but that's what we had to do to kind of finalize that area. Again, all all all student areas are uh available for use and Mr. storm continues to to work with us and work with contractors to accommodate things, but uh it can be slow going when you got students in the building. Obviously, there's a lot of things we just can't do, but we use weekends and nights uh for things that that have to wait. Uh we're slowly working through that punch list process. Like I said, substantial completion should be during fall break. >> That it outside of questions, uh comments, that's my report for tonight. >> Questions, comments? Thank you very much. When does the budget need to be published in the paper?
052What's the >> uh we don't publish in the paper anymore. We publish via the gateway trans uh transparency portal and then also uh we we put it on our on our website and we'll have that in the in those two forms by Friday 10 days ahead of the hearing. >> Any other questions, comments? All right, moving on to the technology report. Mr. Fall. >> Yes, good evening. So, uh, at this building, we are continuing security upgrades. We added four cameras. We've got one out here in the lobby and one out front and two in the back. And then this week, we are completing the intercom upgrade at the junior high at the front door and at Landis. So, previously they did not have um video and the audio on it was degraded. and they're about
05320 years old, so ready to be upgrad. They're the last two buildings to get upgraded. So, all the buildings now have upgraded the intercom access of the doors. >> That's all comments. All right. Thank you. Next is the superintendent's comments. Mrs. Starky >> got moved up. >> I just I just follow the list. I don't need >> Go ahead, Mrs. Starky. Well, I'm just gonna say >> we try to decide what's most important and so we we brought them in. >> Yeah, I know. I know my role. >> Um I was just going to say great job tonight, guys. And I think it I think it epitomizes uh what we're up against, if you will. Yeah, the complexity. >> The thing in Logosport is like Lindsay said, we will never put a put a kid
054and we're never going to put the the square peg in the round hole just to fit the accountability model. We're going to do what's right by our students. And so we will continue to do that as long as it's on my watch and their watches. Um, having said that, last Friday was midterm already. We are halfway through the grading period. This starts week five, which is unreal if you ask me. Um JD alluded to this. Wednesday we have our first full professional development day and it is dedicated to um Alice training in the morning. Um we'll be the entire school corporation including this building will be closed for two hours um for the training that morning. And just to just to say a little bit about um what we're doing, it is uh basically this
055training is not it it's going to be a change for some for our folks on what we do should we happen to have an armed intruder in the building, but the rest of our protocol stays the same. And so as teachers have talked to me, they're like, "Oh, I'm excited about going to male and seeing everybody." And I'm like, "Yeah, but let me just share with you this is going to be a little bit heavier training. I mean, it's it's unfortunate that we have to have these conversations and talk about it, but so um but I feel like we have a really good plan and all teachers um that day will be or all staff members will be served lunch um back at their building. So um Mrs. Hess wrote uh actually an ISTA grant
056back in the spring and um we just found out last Wednesday that we got the grant. So she'd already put like food service on notice. Hey, I might be getting this or I might not. So anyway, we will be ready to roll Thursday or Wednesday. Um, which is which is a great thing. Um, talking about safety, you may all have seen that uh or saw that you know the state of Indiana gave more money this year to the safety grants across the state. Um, but uh because they also changed the number of schools that get those safety dollars. So, i.e. charters and private schools. Um, we used to get $100,000 because of our size and then we have to match that by 100,000. Last year we got $82,000. This year we got 92,500. So while
057yeah, it's an improvement, it's still not back to where we used to be and 100% of those funds go to pay for SRO coverage. It doesn't fund all of our SRO, but that's where all of our money goes. So anyway, um just yet another shell game the our legislators play for pay or play with with us. Um and then um I will leave on a positive note uh homecoming week. What a beautiful week uh weatherwise I think we've gotten. So it's going to be a great week. Fun times. A lot of fun for kids. So and hopefully a berry win on Friday. Should be >> should be going. >> All right. Thank you very much. Questions or comments? Mr. Starky. >> Now to the highlight of the department. >> It always is. >> Newly moved
058to the top of the heat. You know this comp I didn't know it was a competition but apparently they are now in homecoming week. They have stepped ahead >> just for homecoming week. >> Exactly. It's it's a little internal competition. Uh the curriculum report Mrs. Rosie. Um so the Berry preschool they have um started or completed their first round of AIM testing which they do um in their program they use called Frog Street and basically um they're assessing development um and progress to inform their instruction. Um so they've been very busy um in K to6. So if you remember um in 2019 uh we adopted the science of reading which was well before the state started to mandate that for us and um we taught phonics using Orton Gillingham assessed assessed with MC class and
059we always kind of had I guess I don't know sort of a missing piece for English language learners. So last spring we were invited by Dr. Linda Kavasos um to be a part of an initiative in the state of Indiana and it's free. We don't have to pay for it which is great. Um an initiative for her to come and work with our staff members on um essentially making sure our teachers are um able to um teach our EL students much in the same way that you know we teach all of our students um in the science of reading. So her her one of her specialties is the science of reading. So, um, we're going to be working with her on that. Um, today was sort of the kickoff. We had a large group that
060went to goan for a meeting with her and she's already been in the buildings um talking with teachers and administrators and um we're excited to be able to to get going on that because we think that that will really as you could see our I read scores were we've all been talking about that um those are going up and I feel like this will just help that. >> Dr. deal. >> Um, I just wanted to give appreciation to the high school for your presentation. Thank you guys for your time. For those of us who live it, that's just a regular Monday looking at things like that, but just knowing that it takes a lot of work behind the scenes and a lot of moving pieces in order to do that well. So, um, also congratulations
061to Abby. She really is the best director of fun that we have among other things. Um at the junior high we are off to a good start with our literacy and math initiatives which are our focus. We've collected our diagnostic data and word flight. We've collected diagnostic data within Alex and we are off and running with um our plans. And so we were able to two weeks ago meet with Dr. Jenny French, who is our literacy consultant, and she will be back on Thursday and Friday visiting the academy, the high school, and the junior high. And our junior high teachers are implementing her suggestions with Fidelity. They're excited about it, and we're really ready to move on to that whole school movement, which will start on Friday with the junior high. Um they are also
062developing some PCC so preparing for college and career experiences with their large group impact. So something that's different this year the junior high has impact every single day but on Wednesdays Matt and Lauren among maybe some other people are are take are taking all of the students so that they can almost have like a whole assembly and get the same sort of information um once a week. So, they're going to be doing some PCC experiences with that group. Um, and they've also started scheduling parent teacher conferences. So, we're getting to that time. Uh, the academy, they're participating in Live United Day this Friday, and they're going to be having about 75 students help build six more raised fl uh garden beds and filling them with soil. and their plan is that they're going to be
063doing a fall garden that they can harvest with Felix's pantry so that they can offer fresh uh veggies to our students. And then for the career center, I will let Mr. Cuppy talk about that. I don't want to steal his thunder. That's it. >> Mr. Cupy Thunder. >> Yeah, she she mentioned it. I knew I was coming. Um you're in that higher section now, so this is really kind of special. Yeah, I moved it. Uh, first LHS, congratulations. Great leadership going on there. It they're kind of the end of the game where kids have been through five legislative changes and all this stuff's happened in their life. Now they they have to do this and this and this now and next thing you know they're going to be working and things. So, um, congratulations on
064what you do and as you know, you're only as good as the group over here that prepares them. So, keep doing what you're doing. Uh, what Dr. Deal is referring to is uh we've been working um for a long time to figure out this community rehab housing project. Um, in my world, I've had this thought of, how can we fix up some houses in the community that need desperate need of fixing up? How can we give hands-on training to the career center? They used to build these beautiful new homes. Um, that's kind of been off. Um, but how can we get them engaged on fixing houses up and and market the houses and things like that? So, we have bought our first house. Um, I say we, the city has bought their first house over
065on Stadium Drive. We have to logistically find a house by the career center they can get to and get back. Um, we bought a house for $113,000. Um, working with Kai and and Matt and Bob, we're thinking about 17,000 in rehab money, which the city's also going to put up. So, about $130,000 in this. Um thoughts are when it's completed because of the free labor from the career center that it'll sell in the 150 range. Um so the house will be fixed up. They're going to get onsite training of fixing the house up and the goal of this profit is to go back into scholarships at the career center. um grants, scholarships, potential internship funds for companies that want to hire some college students that actually pay them. Um I know there's probably some gymnastics
066around that of paying students, but we'll figure that out. So anyway, we bought our first house. This is going to start. We're also going to involve other pathways on the photography department on how to take the beginning and after pictures, how to market the property. We're going to video it. Um we're going to have graphic design. We're going to have all these things going on to uh promote the career center and we're going to have a lot of marketing signs going up out in front of the house. So, it's the first one. The goal is to have two a year. Pretty lofty goal, but um we're getting there. So that's that's the program in in a nutshell. >> Thank you. Um I don't think I have N. >> We'll come back to you on the
067other stuff. >> All right. Moving on to public comments. This is your second opportunity. >> Oh crap. That was I thought that was my report. You were talking all messed up. >> You were the guest speaker in the curriculum. you are you the top of the mountain curriculum. >> All right. So, public comments, uh, anybody wants to make a second chance at this. Also, if you've got anything about the collective bargaining that you want to talk about, you can also do so. All right. >> A great time. >> We'll move on to that. Now, we'll go to member comments. We'll leave you to the end. Now, I'm done. You'll get warmed up. Uh, Mrs. heard. >> I just like to say thank you to the high school. Great job. Very interesting um presentation. I really
068enjoyed that. Thank you, >> Mrs. Grath. >> Same thing. Thank you very much. Love the presentation. And Abby, you still back there? Congratulations. >> Thanks, Mrs. Grath. >> See you at the course. >> Mr. H. >> Just need to know who's in charge of the temperature of this room. I am freezing. >> You are retired now. >> Yeah, I guess I'm older, too. So, yeah, the blood doesn't circulate like it did one time. It's probably just as warm as it's ever been, which is >> No, it's cold here. I'm never cold. It's freezing. >> It's chilly. >> No. Great job, everybody. Thank you, >> Mr. Cupy. You're all I'm good, Mike. I really have nothing to add other than whatever I said and so thanks very much for coming. We'll see you next month. Now
069it's time for >> two weeks. >> They'll have to come in two weeks. >> So watch it on. Will that be Will that be on streamed also? The next one in two weeks. >> I hope so. >> Okay. All right.