September 24, 2025 - Maconaquah School Board Meeting

001meetings, hearings. So, we'll do the pledge and stuff and come to order after these specials. So, we'll start out with the rainy day fund. Additional appropriation for the rainy day from the rainy day fund. The first item on the agenda is for the board to hold an additional appropriation hearing for the rainy day fund in the amount of $500,000. If you're interested in speaking at this hearing, please make sure you provided your name and address at this specific hearing. We ask that each person limit their comments to three minutes and the topic be limited to the proposed appropriation for of the bond proceeds pursuant to Indiana code before school corporation can appropriate any dollars it directly receives to the rainy day fund. It must conduct a hearing on those funds for additional appropriation of those

002funds. So with that we'll now open the public hearing for the rainy day fund. Is there anybody signed in on the rainy day fund sheet? [Applause] [Music] right there. >> Nope. >> Okay. So, I guess we need an explanation of what we're looking at for the rainy day funds. >> Yeah. Rainy day funds board. If you remember, uh we had a boiler go out at the middle school uh that was not covered by warranty. Um there were some questions. I appreciate that, Andrew, about the specific amount. So, first we appropriate that money uh and then we put that out to bid. So, we do have a couple of RFPs uh ready to roll out. One for the boiler, hopefully do a direct purchase um and see if that saves us money and then also for

003the the uh labor to put that that in. So, um we'll we'll put those RFPs out soon as we have that appropriation and and see what the those bids come back at. Um we've gotten some pretty favorable um information as of late. So, we don't believe it's going to be we're close to $500,000, but you ask for that additional money because you never know what's going to happen when you break into those. >> Do we have any baseline idea on where this is going to go? >> Yeah. Um I have worked on it since about 5 to 15 today. Our lowest bid right now with labor and boiler and parts is 135,000. And that's our lowest one right now. I think the other one came in at 168 about 12:30 today. So, >> and we

004could come down to 132 on that instead of 135. And I do have them with me. Okay. Do we have to prepay anything if we if we buy direct? Do we prepay the amount of the boiler? >> Buying direct with no labor came in at 100,000 and came in at 1,00 108 108. So that's no labor. So, we're going to be better off to go with 135,000. We have a partner that came in at low bid wanting to kind of mend what has happened and help us out on that end of it. And that's probably why they came in under 165,000. So, us buying it direct and then you add the labor, we're not going to be under 135. >> Sure. We're also looking at 6 to 8 weeks out which is pushing us. That's

005probably why we need to have something put together by Friday. And we're looking at 6 8 weeks out. We do have one border that it can run on if you have no problems. So if we get an order by Friday, that would put us about Thanksgiving to get it put in. >> Okay. Is there any additional work that this is a light boiler, right? We're replacing with light equipment, correct? >> The reason why we did not go with a different brand or anything is then you got to get your your piping's going to be different. Your electrical is going to be different. Your gas line's going to be different. And then you're going to probably raise another 50,000. >> Okay. Does the board have any other questions? >> So, so what happens if total spends

006150 200k? What happens with the additional 300 that we appropriated >> stays in the rain day fund? >> That's what more sense. >> So, so what we're asking to is up to amount. >> That's right. You can't we can't spend a dime without it being appropriated. >> I mean, can we ask for less then? Well, you can, but the issue with that's going to be if something would come up and you have to then we'd have to come back have another meeting to appropriate and you're in a tight timeline, which is why you ask in in originally some of those early on conversations were pushing that $500,000 mark. You asked about additional equipment, too. They're going to put some filters on these. Um, what they came up with while the other other boiler failed was

007it had a lot of scale. I think you saw pictures of it as well. So they there will be filters on both boilers to >> would have been about $3,000 less without that. I >> mean if we double the price, you know, say things really want to arrive, that puts us at what 270, which is just barely more than half of 500k. I'm just trying to wrap my head around why we need 500k as opposed to 270 or 300. Because when we made this up initially, we were told it could be up to $500,000. >> So So do we want to adjust and and not take it out? >> Yeah. The resolution is for $500,000. We we won't spend a dime more than the bid is. >> So I I I think that we stick

008with this um knowing that that resolution and of course my treasur is back there looking like >> I mean I'm just all it's just saying that we are allocating this money to use if we need to. >> Okay. It's not stating that we are going to spend any of it. It's just allowing us legally to have the ability to spend up to that fun >> for just this expense. >> Correct. >> I don't see that in the resolution that >> No, it specifies >> just for Yeah, it doesn't. It just says >> just the six months. >> Okay. I guess that's that's the next question. And without the attorneys here, I guess we'll have to wing it on our own here. But with that, when we go to adopt this resolution, can we amend the

009resolution to state that this resolution is for the boiler work at the middle school specifically and that's it. So the monies are designated to that project. No other projects. >> Yeah. Okay. >> We may be able to do that off to make sure that's we're able to. >> Okay. >> Now, also I hope I I just want to make sure I understood that that included putting uh the increasing the fil the filtration on the other boiler too. >> Yes, >> that's what I want to make sure I understood that. Okay. And as of right now, there's no issues with second boiler. Correct. >> No, there's no issues. >> Okay. Sorry, Mike. See you wiping your back. >> Ask her again tomorrow. >> Yeah, that's what it is. So, okay. Any other questions, comments? Public audience

010have any questions or comments? Okay. Hearing none, then we'll close the hearing for the rainy day additional appropriation and we'll move on to um the 2025 bond additional appropriation. Um next item on the agenda is uh the additional appropriation hearing on the proposed GEO bond proceeds. If you're interested in speaking at the hearing, please make sure you provided your name and address at this specific hearing. We will ask that each person limit their comments to three minutes and that the topic be limited to the proposed appropriation of the bond proceeds pursuant to Indiana code before school corporation can appropriate any dollars it directly receives as go bond proceeds and must conduct a hearing on those proceeds for additional appropriations of those funds. And this was publicly noticed um as required. So, all right. Well, we

011now open up the public hearing. Is there anybody signed up for the public hearing on the GO bond? >> No. >> Okay. Anybody have any questions on this? Um so this is so we can spend the geo bond proceeds. Correct. That is correct. >> Once we finalize the bonds. Okay. Just wanted to make sure of that >> there was mention on some technological upgrades. >> There are none no >> involved in that. >> No, the geo bond is for piping as described in the okay >> in the bond roation. I'll make sure >> obviously if you bid it out and there's money left over then we come back as a board and and discuss what those that other money >> would go towards. >> Okay. >> All right. Any other questions? Okay. Hearing none. Those

012will come back to us in the regular board meeting for votes. So keep that in mind. Brings us down to our public hearing for proposed budget. Um public hearing from the Commonwealth Schools 2026 budget education fund 13,379,492 operations fund $6,250,250 and debt services $3,222,000. So we'll open up the public hearing for that. Anybody have any questions, comments on the public hearing for the budget? Do you have anything for us, Mrs. Miller? >> No. >> Okay. >> And next month, will we see a more like a line by line budget or >> like >> I don't think that that's something that we will be producing any before the meeting of >> Okay. Okay. So, anybody from the board have any questions? >> How does the operations fund um how does that look next to what we

013appropriated last year? >> We appropriated more last year. We received about that amount. >> Okay, >> it's on there. So we appropriated more than what we So the last few budgets we appropriated a lot more because we had er money >> right >> um that if you don't appropriate you can't spend. So yes it it was inflated uh last year and the year before that due to that money. So this is more in line with the funds that we should receive um in our operations fund than our education fund. >> Okay. Does the debt service encompass the new bonds coming on? >> I believe so. Yes. >> Okay. >> And all has been properly advertised with the writing. >> Okay. And it's in a folder in there for proof. So, we have it. We have

014the paper clippings that it was in the paper. >> Craig, remind me this was shared yesterday in the meeting we were in. um which of those funds could funds from one could be moved to another. >> So you can transfer up to 15%. This is not indicative of the transfer amount. >> Okay? >> So that's above and beyond that $13 million you you see there, but you can transfer up to 15% of your education fund into operation. >> And last year we transferred like 14 >> 3%. So we're we're right at that threshold already. Okay. Any other questions, comments? >> Okay, that'll come back to us next month uh to vote for adoption for the 2026 budget. So, okay, hearing none, we will close both of these special hearings and we'll move on to the

015regular board meeting. Everybody, please stand for the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Alan, please. Sure. Father God, we consider it a privilege to be here today and we just uh ask you to to guide us and keep us focused on the ultimate goal which is to provide an education to the students in this school system. We just ask you to give us strength and wisdom and uh a sound conversation today in your name. Amen. >> Thank you. Okay, with that like to welcome you to the Macall School Corporation Board of School Trustees, September 24th, 2025. Start time is 6:14 p.m. Roll call. >> Greg Spencer >>

016here. >> Andrew Adams >> here. >> Greg Bington >> here. Wilson >> here. >> Beth Cheney >> here. >> Tim White here. >> Robert Dne >> here. >> Okay. Brace up to item 1.2, to additions and/or deletions to the agenda. >> Yeah, I apologize. We do have some additions. Lake comers. Uh recommendations. Ken Sudaker, welding teacher to high school. Uh Brian Sento, substitute bus driver. Uh under resignation, Sydney Ward, grade level chair and robotics coach. McKenna Gibson as lead caregiver. And under transfer is Cindy Ward to the fifth grade uh from fifth grade to the assistant principal to the high school. Ask for your approval. >> Okay. hearing any additions. I'll entertain a motion to approve the agenda as presented. >> So move. >> Second. >> Any questions, comments? >> Is our um welding teacher

017credentialed to teach dual credit? Mr. Gerus, >> we are going to we've already set up test. >> Perfect. >> Setting up test tomorrow once I get some things. So, >> okay. >> But he they all went through a welding test. during the interviews. >> Okay. >> He by far was the best. >> Awesome. Thank you. >> Okay. Any other questions? All those in favor signify by saying I. >> I. >> Oppos. Same sign. Brings down item 2.1 student rotarian. Chloe Jordan. >> Chloe Jordan. Chloe, step on up. >> So Chloe Jordan is our September. center. September Rotarian of the month, mechanical student Rotarian of the month. She is the daughter of AJ and Christy Jordan has two siblings, Abby and AJ Junior. She excels in scholarship leadership and service at both high school and community.

018At Mecca High School, Chloe has been an active member of FFA, National Honors Society, French Club, Sunshine Society, Fellowship of Christian Athletes, cross country, swimming and track and field, and more. keeping in with the others. Beyond school, she devotes her time to 4 and two youth groups, completing more than 300 hours of community service in the past three years. She especially enjoys mentoring elementary students through 4 and the fellowship of Christian athletes. Chloe holds numerous leadership positions including president of FFA, Butler Vusybe 4H club, secretary of Miami County 4H junior leaders, strategic team member of her church and team captain of both cross country and swim teams. A dedicated athlete, Khloe has earned multiple individual, conference, and sectional titles achieved on an undefeated swim team and complete competed at state qualifying uh with the cross

019country team. She is currently ranked first in her class and will graduate with academic honors, having completed 12 college courses for a total of 36 college credits. That saved a lot of money. A few parents are happy about that. Her academic achievements include 14 outstanding student awards, academic all-state first team, 2024 Gris Commanders award for leadership, scholarship, and sportsmanship. Outside her academics and athletics, Pyer raises and sells her own livestock and crops and is currently competing completing an internship with Hornman Farm Management Real Estate. Her passion for education and discovery has inspired her to pursue a career in biology research. After graduation, she plans on going to Notre Dame. That's what I like to hear. Or to pursue her bachelor's and masters in biology. >> Chloe Jordan. [Applause] Good. [Music] Thank you. >> Congratulations. Good

020job. Have time to sleep someday. >> Thank you. >> Okay, that brings us down to item 2.2, data review. >> Yeah, I've asked the principles. Um, we put this together this summer. obviously could not share that. Thank you, Chloe. >> Obviously could not share this presentation because the um some of that data was borrowed all the way up through uh the end of the summer. So, we're going to kind of roll through um some of our data uh some comparative um from cohort to cohort um and then also some comparative from our students to uh other local schools as well as to where we um ended up with iLearn um which is only 3 through 8 and then I I read which is second grade and third grade and then we also have some stuff

021um with the high school we're going to present. So without further ado, this is Ted. All right. Hello there everybody. Um we have a few slides to go through as I'll be doing both um from kindergarten all the way through fifth grade to look at the various data that we have here. So um first what you're looking at here is the I rating data for reading for kindergarten and first grade and just to explain the graph a little bit when you look at that you have the beginning of the year that um diagnostic is given as soon as kids kind of come to school um and so that sets the baseline for the year and that's given to all of our students in kindergarten through um 8th grade as far as um getting that started

022for I Ready. The green section that you look at, those are the on or above grade level scores. And then the yellow is one grade level below. Red is considered two or more grade levels below. And so that kind of gives you the idea of what it looks like at the beginning of the year and what it can look like at the end of the year. And as you can see that there's a great increase from the beginning to the end. And many times too, even though the students look, we have a lot of folks at the end of one year that look fantastic sometimes when they start the next year, they have the momentary lapse of the things that they have forgotten over the summer or things that they're just kind of not into

023school yet. And so, um, you see a little bit of a lower score at the beginning of the year, but again, it's always interesting to see how those scores, um, improve. And so, as you can see that, um, by the end of the year in kindergarten, there were 89% of the students on or above grade level in um, reading. And in first grade, you had uh 63% of the students were on or above grade level um by the end of the school year. And you also saw a decrease in the number of students that were um either one or two or more grade levels below. And so that's always what we want to see is that increase in the green and even seeing an increase of students that move from red into yellow, which means

024that they're showing progress because sometimes it can take two years to make that progress depending on how far behind they are when they are in when they're in school. Here's the scores for math. And you can see the same thing. They take the same test. They do it for both um language arts and they do it for reading and for math. And so you can see the same information here as well. And so um again, you can see the increase a significant increase in um the amount of green that you see there and the percentage going from 34% at the beginning of the year to 87% at the end. Um and you can see that same increase uh in first grade. And this is where you can kind of see how there was more red

025at the beginning and then you see that that decreases. So that shows that the kids are moving up the different levels. So some of the takeaways for our kindergarten and first grade is that you had about a 59% increase of students at or above grade level from the beginning to the um end of the year in kindergarten in reading. You had a 53% increase in math. Um and you can see that you had the number of students that moved from one grade level below. um we had 93 at the beginning in reading and then there were only 16. So that's a huge jump of kids that were making great progress. Um for first grade you had a 43% increase of students at or above grade level. Um and you can see that when we had

026about 10 students who were two grade levels below by the end of the year we only had three. And that may not sound like a lot but it takes a lot of work for those students because you really have to be able to expose them at the grade level they are as well as be able to remediate them where they where they come to us. And that takes a lot of work because school's hard for them. And so those little kiddos have to put in even sometimes a little more work than some of the kids that school comes easy to. And so here are our iid. And this is our what I read looked like for second grade in the spring. And then you can see what it looked like when we added more students

027in the summer. So our total students in second grade that had passed were 51. Um and those will be included in next year's results. 44 of their students were considered at risk. And so they attended summer school and we had an additional six students pass um in second grade. And so that's a really great thing for our second graders because of the fact that then they do not have to take it again when they are in third grade. For our third graders and I read, we had a total of 125 students that passed. 87.4% um of our students passed and that was a great jump for us from the previous year. And so I'll explain a little bit of that in a moment. Um third graders actually have um three opportunities to take I read.

028They take one in March which is the spring um the spring session for them to take that assessment and then they can take it at the beginning of the summer session which is in May which is a hard time to take a test when it's right at the end of school and you know you've already done your I Ready end of the year and you've done your you know you've had all of the other iLearn testing and things that are going on as well. And so we did actually see a number of students um who passed during that May session and then those who did not have went ahead and attended summer school as well. And so we um our score is at 87.4% um and you can see we were previously at 78.1% and

029so that was a big um jump for us. And so we're right at the state average this year, just slightly above. Um, for some of the takeaways that we had overall from 2024 to 2025, um, we saw a 9.3% increase in our overall I read score, which is fantastic. Um, and we had an average increase of points for our students in second grade from their spring to their summer. And forgive me, let me back up. Second graders can take it twice. Third graders get to take three times. Second graders take it twice. Um, and so second graders, there was an average of 49 points increase after they attended summer school and took their second time because when students take their test in March, if they do not pass, there continues to be intensive intervention for

030them to be able to work with them and work on those skills. And so these students get multiple opportunities um to be able to try to pass. Third grade, there was an average increase of 47 points. Some of the things that we put in place that have been such a benefit for us and that helped us to see this increase and will continue to help us to see this increase as we will um intend to increase even more next year is the addition of our literacy coach through the literacy cadre. Um Sean Lorenz is our literacy coach and she has been so incredibly valuable um as her role being able to coach our um second and third grade uh teachers in supporting students being able to um unpack our new reading series which is an

031overwhelming task in itself. We've been able to provide additional interventions through um title title one to be able to do our tier three interventions um as well as within our new reading students. have that. We added UFFLY which is a phonics um based program that was recommended to us through the literacy cadre and that program in itself phonics is a huge component and when we had as we had shared previously when we had adopted this reading series prior to that prior to doing the science of reading training um we realized later how much how important it was to have the phonics and that's what we had learned through the literacy cadre through the training we've had to be able to help increase our scores and so um any students who are can still considered at

032risk. Um we'll be working on they'll have a reading plan as they go into that next grade so that we can make sure that we're continuing to support them. Um and then as we move into iLearn math um you can see over the three years where we were in our iLearn maths and you can see that we had started in third grade um at a 38% two years ago and now we're at a 43% and so that is an increase for third grade. These are different cohorts, but it is still you can still look at that across um the board for third grade. Um in fourth grade, uh you can see that we have we had had a dip in 2024. Um but then it came right back up in uh to 42% for the

033next for this year, this past year, excuse me. Um and then in fifth grade, you can see where we were previously. Um there was a dip last year in fifth grade. Um and that's that same group that took the dip in fourth grade. that is a cohort um that is uh moving through. They're currently in sixth grade this year. So, you can see the comparison as far as where um where we are and where we compare to the state average and where we compare to some of the other communities. We have some work to do in various areas. And so, how we look at that and I'll give you a second to look at that and then I'll move on to our plans. So we have in our one of the things is we adopted

034the new math curriculum and so with our new math curriculum um that's going to make a big difference for our teachers. We had piloted that last year and so now they have that we have additional training. We had training um we've had two sessions of training so far which are making such a difference in the way they are approaching teaching and utilizing the um readymath curriculum uh which will prove to be beneficial for all of our students to have a viable um curriculum for them to create their foundation and then be able to provide um through ready math they're able to provide some interventions as well. So, third grade, as we had said briefly, they had saw a six percentage point increase. Um, fourth grade had a 21 percentage point increase. Um, and although fifth

035grade had that drop, they only had two fewer students that did not pass from that previous year in that cohort that was making its way through. So, again, we have I learn iLearn checkpoint data analysis. So, we're using the iLearn checkpoints which again we piloted last year and so this year knowing how to use that and the state has tweaked that a little bit and they've given um better guidance as far as how to use that data and how to implement that in the classroom to make it um instructionally valuable for the teachers um because we don't want to give any students um any sort of assessment that the teachers can't use to help improve their learning improve the students learning um and improve instruction. And so with that um they're we're looking at the

036benchmarks. We've gone through and done curriculum mapping and they're going ahead and um aligning the benchmarks more closely to what is going to be seen in the checkpoints and on iLearn itself. Um and then as we move into the uh English language arts portion of that, you can see how in third grade that there is a jump in third grade. Um a significant jump from last year or from the previous year to last year uh based on having that literacy those literacy interventions and having the literacy coach is a huge factor in that. um fourth grade, you can see that, you know, there's still some areas that need to be focused on, but as we have that new curriculum and we've unpacked that, um one of the challenges is that our literacy coach can provide

037some support to fourth and fifth grade, but is focused on kinderg or focused on second and third grade. Um and due to the constraints of the role that she has is not able to provide as many supports to fourth and fifth grade, but has been able to help unpack that new reading curriculum. And really quick, a reading curriculum is absolutely enormous. Any new curriculum that you adopt is enormous because the companies give you what feels like a thousand extra things that you really don't need. And one of the things that she's been able to do is really unpack that to say these are the things that matter. These are the points that we want to focus on to be able to improve our students um ability to read, to improve um where they are in

038their English language arts. We're also we also have a new writing program that we're doing as well which will make a big difference because writing has been an area that we've struggled with for a long time and so we really want to um make an impact in that area as well. And here are the examples of where we are in comparison to ourselves in the state. This is how we um compare to the other schools in our area. And some of the takeaways that we had is that in third grade again as we had said we noticed there was the 14 percentage point increase observed um when the students went from 33 to 57 students who uh passed iLearn which was a great increase. Then fourth grade they actually did have a two percentage point

039increase in students achieving proficiency. Um and then again that fifth grade um had that drop in the students that had passed. And so that's a cohort that definitely Nigel is aware is needs additional support. They're kind of a group that that has some struggles as they're going along. And so um again we have our checkpoint um data analysis targeted intervention for our students. Um, we have the new reading curriculum and we have the UFly phonics which actually is being implemented not just in the lower grade levels but also even in fourth and fifth grade for those struggling students that still struggle with some of the basic phonics that are helping them to read. Um, with the new I read changes as well. If a student does not pass and even if they get a good

040cause exemption, they have to continue to take the I read test until they enter sixth grade or enter until they until they're in sixth grade. Sixth grade will have some students. This year it's just our fourth graders and then it will go next year if they still hadn't passed. They'll have to do that each year until they until sixth grade. And any questions on that? That was a lot. Sorry, I know I talk fast. So, as I tell my staff, sometimes I've got a lot to go over, so you better listen fast. So, does anybody have any questions on anything? >> General questions. You gave us a preview of this a couple weeks ago. >> Uh, you've had it for a couple of months. >> Couple? >> Yes, >> exactly. That's what I meant to

041say. >> Now, we added some slides in. So the comparative slides last the last the most recent preview was much updated. Are there a lot of updates compared to that last year? >> It was well the the one thing is and I will I will tell you this that in calculating our pass rate for iie can do all of the math that appears to me and I can have someone else look at it and say yep that looks like that would be the right when you take the raw numbers and how many kids pass and when the state puts out our final percentage points for that it never matches. The good news was this time it was actually worse than what I had calculated. So I felt a little bit better about that. Um but

042that's always something that we have to wait until those final scores come out and they then we can get into their data um section of the DOE and we can look up that information and then we can look and also compare things because you can also look at the subgroups. So, I encourage you, you can get into the um DOE to the data center and you can look at that and see what the different subgroups are to compare um the various demographics that are amongst our community schools. There's um a difference in some of the numbers of students that we have in various areas. Um but I have to give a huge shout out to our teachers who would love to have you come and observe in their classrooms and they've all vocalized this. They

043are working so hard and doing everything they can. Um, and we've had a change every year since I since since I've been principal, there's been something that's changed at the state level every year and has really had to we've had to adjust to that. And our teachers have gone above and beyond to try to make that work to try to address the needs of those kiddos that are behind. And I just I could not be more proud of the teachers that we have at our school and just want to give them a huge shout out for all they do. So sometimes the numbers don't look the way you would like them to, but they're doing everything that they can to fix it, tweak it, relook at something, and come up with a different approach if

044it's not working that way. So, >> so kudos to them. So again, I do encourage you if you get a chance to come and stop in, they would love it. >> This is second year for literature coach, right? >> Correct. And now this year, she's also going to be doing kindergarten. She'll be doing both Pipe Creek and Mel. So she'll be doing kindergarten through third grade. Okay. >> And so she is invaluable and I I just I strongly encourage that that would be something that we would like to continue. >> That was that was my next question because that goes away. The funding goes away for that this year. We started out with two down to one >> and we see great strides here. Uh which kudos to everybody on a great strides. What do

045we need to do as a board to ensure that we move forward with this that you know what do we need to do to plan not only not only at the grade school levels but also at the junior high at the high school as we continue to keep leaving those kids behind and there's needs there where do we need I mean this is your guys's expertise to tell us what needs to be built in >> and of course you know my dream would it be that we had all the money in the world and that we could hire you know who whoever it is that we need too. You know, in my in my dream world, it would look like having, you know, additional teachers and staff so that we can go ahead and provide

046more of those interventions um when it comes to maybe instructional assistance and such. Um I would like to see Shauna continue on in her role because if she's no longer under the literacy cadre, she could expand her role to be able to be K5, not just K3, which would be a huge benefit. And again, she's able she's the one who's helped unpack even finding what we need to do for a writing curriculum. She's the one who has been able to um help teachers do more um um what do I want to say individualized assessments of students when it comes to their phonics when it comes to the areas to find the skills specifically that they need um not just the reading level and that's a hard thing sometimes because folks are always focused on the

047reading level the reading level really doesn't mean anything. You can have high ability kids who actually do not perform well in some of these subsklls. Um they can read a not read a word and they have the vocabulary background to know and understand it but they can't break down the word word their spelling may be abs some high ability students we love them to death their spelling is atrocious because they can't do that phonics breakdown of those words they know it and they understand it but for instance at the lower grade levels you know one of the literacy tasks they had to do for our universal screening it's an individualized um session that all of our teachers do with our kindergarten first and second graders um is you know you to sound out the word.

048So if you have a word like bat and you go bat, a high ability student goes it's bat like and and would then fail that section because they're not going to go but at because they're like that's not how you say that. You just say bat, you know. So it's a it's a very it's a very interesting um evaluation, but even our high ability teachers have agreed and appreciate that we're doing those literacy tests. So another shout out to Joy, who's our new hire, who is our title one interventionist. she has spearheaded that whole process um in doing our universal screener and all the different levels that we have to continue to do. So huge shout out to that too. Any other questions? >> Great. >> Yeah. Sorry. >> Oh yeah, sure. >> Okay. So

049when the state does something like add phonics, which is a huge change, do they does the IE adapt or or change to u reflect that curriculum? >> The IE has had phonics on it before. the focus had been in the shift of how we teach reading. You know, before where and I don't know if any of you remember, you know, like you kind of had your your whole reading, you know, like where you did your whole language reading where it was just you just worked on site words and you just put words up here and you didn't really focus on breaking down the words. So that's why like our previous curriculum didn't have that strong phonics component that we wanted, which is when we went through and all of our teachers went through science and

050reading and figured out how to really break that down. And again, that's challenging for kids who get it, who know how to read, who may have a higher reading level and but they need it. And that's part of the parts of uh I read that they may not do as well on because they don't know how to break it down, but now they do. >> But not substantially changed. >> Correct. Correct. >> Yep. >> Okay. Uh question. Sure. Do you have very many parent volunteers or community volunteers in the lower grade levels who come in and are they helpful if they do come in? That would be the next day. >> We actually some of our um ministry partners have come in and they have volunteered. We just talked with um some folks to come

051into Pipe Creek uh to work with groups. And we they had talked before about how they'd had kind of like just a a little meeting and play games. And I did kind of challenge them to say, you know, this year it would be great if maybe you had specific tasks to work on with kids. You could pull a small group and be able to work on, you know, something with this group of kids. whether that be reading with them, whether that be working on something that they need to do. And they were very open and excited about that. So, that is one thing we have. I know that I've got a a meeting tomorrow um to speak with another pastor about maybe doing some work even at um Mel in the same direction. Um as

052far as parent volunteers, we do not have a lot of parent volunteers. We kind of struggle, our PTO's both kind of struggle with parent volunteers. you get your core group sometimes of folks who really want to be there and they they kind of follow all the way through and then when they're not there you're going okay who's our next core group that's going to go ahead and and join in and do that and so you know we we encourage that to kind of join in PTO as we get to know parents then we might know those that we would encourage even to say hey maybe volunteering you know in the classroom or volunteering you know to help with that would be fantastic as well. So, >> well, good. I I knew about ministry volunteers, but

053I just wondered if they assimilated well into into kids improving, especially in reading. >> Well, and this we have not had them work specifically with various skills yet. So, that's going to be new this year to have them do that. Um, a lot of times I think they worked kind of more on a mentor level where they were kind of which let me say though I don't want to say that that it does not have an impact because that actually sometimes has a greater impact because if you can't if you don't if you're not regulated and you don't feel secure in where you are, you're not going to learn and we have a lot of kids right now who are really struggling with self-regulation. A lot of kids and that's a that's a big impact

054and it can impact other people's learning um not only their own. So yeah, any other questions? >> Great presentation. Thank you. >> All right. Thank you. >> Let me hand it over. >> Real quickly, as a reminder of these Yeah, I thought you were >> okay. >> As a reminder, literacy cadre, uh, the board supported that two years ago. Um, and the first year they paid for 2/3 of the salary. This year they're paying for a third of the salary. Don't tell Mrs. Tid that we're working on how do we maintain that? And it's not about it's not about having a literacy coach. It's about having the right literacy coach. >> Correct. >> So, um, and and I think ours has done a fantastic job. So, we'll look at that moving forward. um how we

055progress a year from now uh and and how that might look. >> There's still a lot to along the way that there could potentially be a similar program maybe in the math side of the world for the state and so that would be phenomenal as well if that were to come about. So >> awesome. >> Y >> good evening. I would like to to continue on kind of where you were at and with Mr. Bane's question about the help. Um, when I was an elementary administrator for 15 years in a K6 building, a K4 building, a K2 building, a 34 building. Um, so I've been in that seat was in that seat for a long long time. And and now coming into this seat, what I would say is if if that is available, if

056those things are available, the help at the elementary would trickle to the middle school. >> Get down there. um you know we we are we have time constraints and even when you go to trains and they talk about I learn they talk about these things they'll talk about secondary not just middle school but high school is we have walls of time constraints because um in in an elementary you can adjust your day as a teacher a little bit I mean you get your mind reading but you got to have recess in there you have specials and lunch and those kind of things but you can adjust those days a little bit more to work with kids in those especially in those skills that they might need a little bit easier than you can in in

057a middle school where you have one English class and one, you know, and you have your 45, 42 minutes, whatever it might be to to get everything in that you're trying to get in. Um, so it may sound weird, but I would say if if if you do something like that or if we get those kind of wishes, I would even say the elementary is the place to be because those kids come to us better prepared and there's less blocks to try to fill in. Um, and so then the middle school teachers spend less time trying to go back and and retach and and they can really stick to, you know, a sixth grade standard or seventh grade standard versus going back and, you know, trying to get a fourth grade standard that kid may

058not have understood or didn't get for whatever reason. Um, so that that was kind of my take on it. >> You're giving all your help though. >> Well, I appreciate it. >> It it helps us. I mean, it truly does, right? um because those kids will will be better prepared middle school students. But we'll go and start with the sixth grade. Here's math I learned and you can see um 2023 there. That was my first year appropriation score was 13% was atrocious and it has not been very good and we've risen you know to 15 and then to 18. So while that's still much lower than we would like we are making that progress and I think this goes back to that first year that Mr. journ and the group we all got together and

059we started working on how are we going to fix this and this is K through 12 how are we going to fix these things and it's curriculum curriculum maps having viable curriculum um I've always been a proponent of books and so a couple well a decade ago when everyone got rid of books maybe a little bit longer and teachers became curators of curriculum and that's something that teachers aren't really trained in um you'll see scores across the entire state because everybody did it wasn't just me everybody did that went away from books and um I saw that as not a very good thing. Um but we all did it and scores everywhere went down. Even the scores the schools that were really good, their scores are still better, but they're not what they used to

060be, right? Um and so people are all now we're also going to revert back. And so we're looking at textbook adoptions and curriculums and things like that. And so um that's what we've started and I hope that that's what's helped here and I hope that it continues to go up now that we have a math curriculum that we've used for a couple years. Last year we, you know, you're still trying to figure it all out and unpack everything. This year the teachers know what's there. We've got the curriculum mapped. Um, and it's always easier the second year than it is the first year. So, I'm really hopeful that with that and some professional development, we'll see some of these scores continue to to inch up. Uh, your seventh grade math, it has 1% each year,

061which again, not where we want it to be. And Stephanie mentioned this too. This is looking at different cohorts, which is kind of interesting because you go, "Well, it went down." But if you go backwards, like this past year, that 2025, they had 17% pass. Well, the year before they were only 15% as sixth graders or whatever. So that that cohort went up. And that's what's hard with data. I mean, you can make it look however you want. Um, the numbers don't always look great because it went down a percent, but that cohort actually went up. And then we had another cohort coming to us that's pretty low in math. And, you know, how are we going to move them up? And they may not look great, but they might be better than they did.

062And that's what we need is we need progress and we need our numbers to go up. At least our code works. Now, I would also like, you know, to continue to go up each year. Eighth grade math, we have had some good jumps here. Um, it it's interesting, too, when you see eighth grade students at le especially the last couple years, they are starting to figure it out. And we offer a lot of high school credit classes. They're starting to understand. They don't get it all. They all don't get it and they all get it well, but they're starting to understand that I got to get these credits and they start to understand what a GPA is and they don't really have that understanding in sixth and seventh grade. And so I'm hoping that as

063we continue to help them understand those things that we'll see these go up as well as, you know, having the new curriculum and and the maps to help the teachers out. Some takeaways. Uh 8th grade we had huge growth. We were state average for the first time in a long time. Um, sixth grade slow to steady. Our seventh grade scores weren't where we wanted them to be. Um, and we reduced our level one rates, which is those kids who were in the red. They both those rates were le were less. You had your green, yellow, and your red. And if we can't get them to green, let's at least get everybody up into those yellows where they're really getting close. And hopefully with the new grading system the state's coming out with and their first,

064I don't know, you call the first one, they gave credit for those kids. It wasn't just the kids who passed anymore. If kids are making progress now, they can give you some points as well because you're showing progress with those students. As long as you can get students to show progress. Uh areas of growth, obviously 7th grade. Um overall, we're still below state average, which is where we'd love to be in everything. Um and then again, those level one rates, those reds, getting those to yellow. And then can we move a few of those yellow kids to green? Right. And additional note, we added a new math curriculum. One thing we didn't put I didn't put in there that I was thinking of is we also started doing co-eing and we had done this before

065in different ways. We've had some training last year, maybe a little bit the year before. And so we have our special education teachers going into two math like two things happened. If you're a sixth grade special education teacher, the next year you're going up to seventh grade and you're with the same a lot of the same kids as you get to know those kids a little bit better and you get to know their struggles a little bit better and their strengths. And those teachers are also going into two math classes. And then those kids, the ones who need that help in that math class are in there with they have two teachers in there. And the same thing with English. So our special ed teachers are are moving with their cohorts. Um at least it's

066middle school. And and then they're in two English classes and two math classes each to try to get those kids that need that additional help, some more help. So we're hoping that helps us, you know, even if it's not getting kids in the green, get some of those kids that were in the red into the yellow. All right. Here's the comparisons. Local schools, sixth, seventh, and eighth grade, state average at the top. See the schools colorcoded below. Kind of where we're at in comparison. And if you really just want to look at one, just look at the eighth grade because I like it the best. Here's our I learn for sixth grade ELA. Um again saw a little reduction there couple years right at the same spot and then a little reduction this past year.

067Um the sixth grades or excuse me English ELA is doing the same thing. They've got a new curriculum. They're using study sync. So this will be last year was out of a packing year and the teachers trying to fit everything in and and you know work it into the standards and understand how that program works and that book works. And so this year we're hoping for for good results as far as having that second year of the teacher all the same teachers too using that same curriculum and um those curriculum maps that we've spent a couple years putting together. Seventh grade fortunately we had a big drop here this past year. seventh grade English language arts. Done a lot of talking in our English language arts and looking at our curriculum and making sure those

068maps are good. Um trying to figure out, you know, what what caused that. Eighth grade, uh English language arts. Again, this is a group I like to look at. they start to figure it out a little bit here and they have a good teacher that's been there for a long time who knows English language arts and it's great and um and she was on that she she liked the new I like that she liked the new curriculum because it made me feel good knowing that someone who's been doing this for a long time gets good results like the new curriculum that we got and all the teachers are using that takeaways again our eighth grade remains strong and they have been strong for years um using the our curriculum as we analyze you know the

069different things that we need to improve upon and they gave you some ideas there and then our improvement of course six show little improvement we want to continue to work on those um go back and as we have PD and time look at those maps make sure we're hitting everything we're supposed to as we head towards our checkpoints and then at the end of the summit of Iron comparisons same scores you've seen, but now you get to see some of the other schools and where they're at. I would say one thing that might help at the middle school and I don't know that you it would again it's one of those things if you had all the money and all the time uh we used to and I don't know in this one way I'm

070sure they'll tell us. They used to have double block where kids had literature and then they had English language arts or um English skills in another one. Now, I know a lot of schools are going away from that. Oakill this year, they've had that forever. They just went away from it, too, because they couldn't afford to have two teachers teaching the same subject. So, they're down to they don't have the double block anymore. I don't know if statistically that showed us a lot of good information or not. You have to go back a lot of years, but um English is there's so much more to it. When you look at the literature piece of it, it's hard to do all that. Um I always like say math is math, even though they keep wanting to

071change it. There's a lot to English and literature and reading. So those are comparisons again. Eighth grade one's a great one to look at >> and to the high school questions. >> Question for both of you. Do you think and maybe this is a silly question but you guys are teachers so there are no silly questions, right? >> Do you think that some of it is because like parents the way kids learn now is so different? I mean like I helped my kid with math. Well, I didn't really help my kid with math last week, but >> you tried. >> We I tried. It's different than how I did math. >> There is some to that, right? Because >> it things have changed so much. It's hard for parents to help them. >> Mhm. >>

072Where when I was a kid, it was my parents learned about the same way I did. So, they kind of knew those things and maybe even the curriculum was the same or the teachers were the same. >> Um, we went through a lot of change here in a fair in what I would consider a short amount of time. um where we got rid of all those curriculums and then everybody's doing whatever and now we're trying to get back to having some really focused curriculums and curriculum maps and and maybe that'll start to help once they start to see that progression if we use the same thing from kindergarten to first parents see the same thing but it's still going to be different than the way they taught >> or the way they were taught. >>

073It's a little different too because the focus that they go on now is that they want you to think about your math how you're doing it. It's no longer here's the formula, just use it. Instead, it's why does that formula work? What you know what's behind that? I mean, there were things like we went through and did something and I was like, I've always known the formula for whatever that was. When I taught fifth grade, that's how I taught it. Guys, here's the trick. Here's the thing that you know to make this work. But if you don't understand the why behind it, then that doesn't help when you're getting into higher math. That doesn't help when you're going into, you know, other things. But that's how we learned it. We learned it by here's your

074formula, memorize it, here's this. And so now it's just a bit of a different approach. and they're having it so that you have to explain a little bit more. So that's why you take so many steps and have to show your work and show your steps as you go through. So it's just a little bit of a difference. >> Unless you're a kid, none of us have ever done it. Like even the youngest parents haven't done that. >> So the students who would be in high school now, how is this how they've been doing it their entire like no textbooks? Have the kids in high school had textbooks in their lifetime of learning? >> No. Okay. So, they don't know it. >> They probably they might know some of it and maybe caught on at

075the end or saw some of that, but probably not too many. I mean, the approach has been around for a little while, but >> but it's not something that's in our state or in our area that's been around for >> Okay. So, math. Here's a here's an example. Sax and math. Yeah, >> I'm looking around the table and there's probably some people that had the Sax and Math. Your name's still probably in the front. We had to sign out, right? >> So, Sax and Math prior to this adoption is the last adoption we had for math. >> Okay. >> So, you're talking probably early 2000s. >> Oh, they used it when I came here in 2001. They're using sex and they already been using it. >> So, not having that. Now, there were curriculums, but

076they were not a textbook curriculum. And I I think that Nigel has a point there, especially when you're dealing with math. Having paper and pencil is >> Yeah. >> And I love it. I go into a classroom and they're doing paper pencil or they're coming back to their teacher later and turning stuff in. Like you would think middle school it like it just makes me happy because that didn't happen for a while and they were all online and they're staring at a computer and it's just there are things that I believe are much harder to learn when you're just staring at the computer. Can you read off those? I mean, people read off their iPads and their Kindles, but to do math on there, >> it's not the same. >> I agree. >> It's hard

077to put a formula into a computer. >> Well, an even I mean, when I was in high school, the teacher would assign all of the odd problems. >> Well, at least you knew you could look at the back for the answers to the even problems. >> You were in the back, >> you know. >> But still, if you did that, you would know, okay, this is how they got that answer. So, I need to figure that out and they don't have that access now. It's >> just interesting. >> It's different and it makes it tough. But, you know, as an educator, my parents would my kids would come home and it end up crying and me yelling and here, let me pull up a con video and show you that >> maybe that'll help and

078then we would work through it together once I call him. >> Anything else? >> Thank you. Okay. So, we're going to go over just a few things with the high school. And I can tell you that you can look at few different places for some of this information. You might find different numbers. >> Okay? Depending on where you're looking. So, this right here was already in the the slideshow with our uh our graduation rates over the last three years. Uh again the official number for the high school for last year will come out I think it's October 1st 2nd somewhere in there but if if you look at the uh across the the board with the area schools uh you know you look at through the last three years we are uh you know through

079the last three years we're above the state average um you look across and and you look at Oakill Lewis Cass um I I will tell you that you know we're probably looking at we got more students than any school um you know when you compare us and so we're doing well there. I will tell you this that our guidance department and it's kind of piggyback on what they said things are changing and the number of times that our one of our guidance counselors talks to a parent or I talk to a parent and you have to explain the new diploma requirements, they scratch their head because it's not the it's not the same as here. I'm I'm gonna go ask my grandma how to figure out algebra, too. you do it this way. They don't

080get it. It It's It's It's a new concept that everybody's having to wrap their their heads around. Uh I could have put numbers up here. What does the SAT look like? You're going to look at the SAT and where our students are. Nobody's as high because the way they changed it in the state. And so you know graduation wise though we are sometimes we get very creative. Okay we have to get creative and looking at does this student have to take a class here? Are they getting meeting this requirement for a dual credit class? you know, because you have to check those boxes. And with the new diploma that's coming, it's going to be more of that with work-based learning. And uh, you know, the opportunities are out there that for everybody to get. The

081question is, is everybody going to be ready to grab a hold of advantage of? That's what's going to be, you know, somewhat of a challenge. If you look this this summer, beginning of summer, we had this slide. This is what we had here on the on the on the left now that it's updated. Uh we are we offer 155 dual credits at the high school. We offer we have 51 dual credit courses that are taught in the high school. And if you start figuring out our our teachers uh and taking you know the basically six classes for each teacher um you've got your your special ed teachers that you know they're helping most of them except for one are helping uh those students meet their needs with their IEPs you're talk that's a high number

082>> that is really high number go talk to IvyTech and they all said they'll tell you the same thing. This is a this is kind of unusual. Uh dual credit, we have right now 367 students in a dual credit class. Uh on the next slide, it says we put in how many kids were in a pathway. This is dual credit. We've got 70% of our students that are in a dual credit class right now. That's saving them money. It's getting them a, you know, leading to a credential for a trade school, uh, construction, welding, you name it. It's helping them. And but the the one of the things that's really difficult is selling that to our our our parent and the community and even the kids. I'm not making any money. Well, yeah, you are.

083Because you walk out those doors and graduate and then say, "Oh, I want to go to IT Tech." Price just dealt with and they we are working guidance department myself and and um you know Mrs. Wrestler Mrs. Mcmanis and Mrs. Hburger who's been a great addition. She's been able to see some things. We are working away. How do we get this out to the community? You know, and it's almost how do we teach new math? Because I've tried to sit down help somebody with math before. I'm looking at and I go, here's the answer. I don't know this right here. It's just a little kind of slows you down a little bit. I beg you to say probably if anybody around here has tried to help somebody that's in the younger math, you probably felt

084the same way, >> you know, when you scratch your head. So, uh, the big thing that the takeaway is we are always trying to improve what we can offer to our students. How can we get the best opportunity for them? And those are challenges that we've got in the future with work-based learning. And adding Tammy Hersburgger to this is uh is really going to help us in the long run. It really is. It's already helped us. Um our guidance department is well ahead of where they were last year, the last two years, doing things that they weren't getting until January. So um that's basically what we have on the high school. This this slide right here really hasn't changed anything. So, you know, any questions? >> Okay. Question now. That's good. Thank you. >> Okay.

085Thank you. >> Just real quick as a follow up to that, the board invested in curriculum. So, if you remember two years ago and then again last year, we've invested about $250,000 per year in curriculum for that English language arts, reading, and then math. Um, and we're we're putting that to use. You're seeing some slow trickles. Test scores aren't something that going to jump up overnight, especially when um you know, kids at the middle school haven't had some of those building blocks. So, to see like an eighth grade class that's above the state average, that's phenomenal. um because that that just shows that the hard work that our teachers are putting in there. Marzano, a leading researcher in education says uh one of the top things is a guaranteed and viable curriculum. So that same

086curriculum every student gets it is vetted um and and so what we have is vetted K through 8. It also aligns well with our strategic planning goals and building those foundational skills. Um we also have all of our curriculum maps online now. Nobody can go in and mess with those curriculum maps. In the 20 years I've been here, if a teacher want to go in and say, "I don't like how this is being taught," they go in and manipulate that. Well, that's not what a curriculum map's about. It should be the same no matter whose class you go into. So, those are online. Um, and and and you can look those up. Chris, where do they need to go to to find those? >> Uh, they're on the school website links. >> Okay. So, if

087you want to go in there, that that is for for every subject. We have those curriculum maps um that are there. They're aligned to the state standard. So appreciate your willingness to invest in things like uh a literacy coach, things like the the curriculum. It makes a difference and it will continue to make a difference. It doesn't mean that this coming year we're going to be 10 points better, but we're making those building blocks. We're making those small changes. So I appreciate your time um and investment in our kids. >> Has it gotten any easier to keep track of the kids time on a workbased learning side of things, Mr. Derby? >> We are still plugging away at that. Okay. >> Okay. And so I mean we right now they're getting ready to work on

088the 38. Um we have we have uh two people that went Tammy and Janet went down to Indianapolis all day yesterday. uh they were I think last week when we had the professional development day, the e-learning day, they were at a meeting and again it's there's so many things that just you think you got to figure out there's an addition, there's a change and so how's that change trickle down and impact the high school >> and impact that way? So it's something that we're intending to look at. >> Okay. Thank you. Program wise, we'll be looking at purchasing a program because they now have to track from 9th grade. I think that's what you're asking. So track from 9th grade to 12th grade. So we have four vendors that we we are currently looking at.

089Um and and we'll probably purchase those by uh shortly after fall break. >> All great stuff. Thank you everybody for presenting tonight. Okay. The board has no further questions. We'll move on. Item 3.1, approval of minutes. Regular board meeting dated August 27th, 2025. Entertain a motion to approve them as written. >> So moved. >> Second. >> I second. >> Any questions, comments on the minutes. Hearing none. All those in favor signify by saying I. >> I. >> Oppose. Same sign. Brings it down to financial business 4.1 4.2. I'm trying to find here. [Applause] [Music] >> Well, I'll just read it off the screen. How's that now? >> Payroll claim listing check date at 8829 of 2025. The amount of $483,793.86. Checks day at 912 of 2025. The amount of $467,69767. And then accounts payable register

09082125 to91925 amount of1,173,97754 cents. Ask for your approval as presented. Thank you. Entertain a motion to approve the docket as presented. >> So move. >> Second. >> Any questions or comments? Did everybody get their questions answered through email or does anybody have any today? Okay. Hearing none. All those in favor signify by saying I. >> I. >> Oppos. Same sign. Motion carries. Brings us down to Mr. comments. >> Mr. Ted. That's >> Mr. Ted. Thank you. [Applause] >> Uh just wanted to mention one quick thing. Last board meeting I was here talking about where we're at with the housing uh development. Just give you an update on that. We did get our funds from the state. So, yay. Uh, and actually we'll be closing on the property here next Monday at 1:00 p.m. So, we're

091moving forward. >> Um, our goal then would be to start uh looking at the design of water and sewer roadways uh this fall. maybe actually even get some of that maybe put in and maybe then again I'm hoping we can start with the first building pad uh sometime in the spring so of next year. So >> thank you. >> Be happy to answer any questions you might have. >> Um you guys got a builder yet or >> No, we are we have a developer >> developer that's what I meant. >> Yeah, we have a developer. Oh, we've entered into a what's called a build, operate, transfer from the water, sewer, and roadways. Uh, so, but the developer that we have selected, we will work with them. And our goal is to have at least two

092different builders. >> Uh, so that we may have a variety of the houses so that they're not just all the same cookie cutter. uh looking but there'll be maybe some two stories, some single family or single level homes but with two two different uh builders. >> Thanks. >> Well, thank you for all your work and work on that and >> well and the school board's support as well. I mean with uh going through this process and and those kind of things and getting the proper zoning uh approved and all those kind of things. So, it's been a whole community uh process. And if I could could I make just one other quick comment? I promise I won't >> I won't exceed my my time limit. But one of the things that you know when we

093talk about the new curriculum and work-based learning you know one of the things that um you know it I feel it's where economic development needs to help and that's try to reach out to our industries and try to find more businesses to try to find employers that are willing to help in that share program. I think the problem that we have is as many as many businesses we have around the region, but then when you look at all the school corporations around the region, >> those businesses are going to get inundated with phone calls from guidance counselors and hey, do you have any spots that I could get a couple people in that are interested in welding or whatever. And I think to a point it may turn some of our employers off, especially if

094they have they get four or five phone calls from different school corporations. Being on the board of trustees at IvyTech, what I've asked is could we work with all the guidance counselors in our IvyTech region for IvyTech to maybe look at being the um what can I what I'll say the the center uh where all of the guidance counselors would call into IvyTech and say, "Hey, I need this. I need that. I need this." Then IvyTech through their staff would then reach out to the employer. So you have more of a streamline tech and we we can work and any questions that the employers have could go back through IvyTech. So my big fear is everybody's going to be wanting these spots >> and the calls are going to go out to the employers and

095the employers are going to become frustrated and say, "Well, wait a minute." Yeah. >> So just something to think about think about down the road. >> But we'll do whatever we can to try to help find spots for our students. So >> thank you. Thank you. >> That's good. >> Okay. Brings down item 6.1, 6.2, 26.3 personnel report. >> Yes, sir. Recommendations. Jesse Meyer, sixth grade girls basketball coach. Dakota Hart, sixth grade boys basketball coach. Leah part-time cafeteria. Uh Aaron Hover, Sunshine or Club sponsor, Andrew Adams, seventh grade boys basketball. Kelsey Jones, eighth grade girls basketball coach. Tiffany Morcraft, library media specialist. Lisa Murray, substitute bus aid. Ken Studaker, welding teacher. Um, Brian Smentoto, substitute uh, bus aid. Under resignations, Jason Lake, assistant principal of the high school. William Sullivan, junior, welding teacher. Uh, Lee

096Quinn, cafeteria. Breeze Dietrich, special ed instructional assistant. Tara Back, uh, special education instructional assistant. Sydney Ward, grade level chair and robotics coach. McKenna Gibson, lead caregiver. Under miscellaneous, couple of transfers. Uh Louisa uh Murray transfer from subbus driver to route driver and Sydney Ward transfer from fifth fifth grade teacher to assistant uh principal at the high school. Ask for your approval. Okay. Hearing the personnel report, I'll entertain a motion to approve it as given. So move >> second. >> Any questions or comments on the personnel report? >> Okay. Hearing none, all those in favor signify by saying I. >> I. I >> oppos same sign. >> Yeah, we got in one abstainer. >> Okay, motion carries. Brings down to new business 8.1 facility update. um kind of something that I was thinking about that Greg

097had asked about volunteers and stuff. One of the good parts about the ambassador program Craig had asked uh department heads to take some interest in sharing some of our responsibilities and what we do and I hadn't had a chance everybody was on the go today but it was amazing. I had two of them ambassador uh personnels on there saying what can we do to support your staff? What little thing can we do? Is it uh like one of them reached out and said, you know, can we bring in something small for them at Christmas time or so? That's one thing good cuz I think it's opened up for volunteers. People see that and think, you know, what can we do to help those uh those uh staff members that that work hard? So that was

098a I was thinking about that when you asked that question. So um facilities has just been busy with sports. I mean there's no other way to put it right now as a the high school and the middle school is just even plays going on. You name it, they're just swamped right now. So, they're pretty much focusing on doing the basic cleaning and and cleaning up after staff. Um, are the I think at the beginning of the school year, the Mac Elementary and Pike Creek Elementary, we seem to had a lot of kids that kind of had a little bit of a maybe the flu bug going around. So, they spent most of their day cleaning up after that. So, we did have a our open house for our art room last Friday. Um, it was

099neat to see. There's like I believe about a half a dozen young teenagers in there uh working on art projects. That was kind of neat. Got to talk to them about what did you like about the room? What could we have did better? So that was kind of a we did that right before the home football game. Um I kind of gave a little bit of data because uh Craig asked us to gather some for our meeting yesterday. We're taking care about 250 square ft of building. That is about 32,000 square feet for each employee to take care of Monday through Friday. I just wanted you to think about that a little bit because that kind of gives you how much Craig said it right when we were talking. He says, "Well, think about what

100your house is." That's quite a bit when you think about the square footage of your own home. I I kind of wanted to uh address the boiler. uh Craig and myself and uh we have did a lot of digging because neither one of us were here when the past contractors installed that. They've been helpful about giving us information why that was installed. What could we do to better prepare down the road? And that's kind of why we're at a crunch. I mean, we have collected a lot of data, a lot of we've had calls to to our past contractor, ask some of those questions. We have had calls to locken bar tell us what we can do better that we're not in this position five years from now. And so that's kind of why we've

101been at a crunch. Not only that, but also because of the cold weather coming up. We're looking at doing this project Thanksgiving break. uh the whole week and 3 days before Thanksgiving probably will be working during Thanksgiving to get that installed and ready to go. So, um but that's kind of not a lot to give you. Um Thanksgiving, we're also wrapping up some small projects. We have some contractors in that whole week. Every day is a Thanksgiving just wrapping up some little things that they can't do during the uh during the school day. So, that's where we're at. Any questions? >> Presentation was really good yesterday for the ambassador program. >> I I told Craig I said sometimes you sit in your office, you feel sorry for yourself because you feel like you're on overload.

102Well, after listening to Julie food director, I don't feel so bad now. So, so yeah, it's been good also for the ones of us that he's asked us to participate in. We've heard some numbers that have been interesting. So, anything else? >> Thank you. >> Bring out that mind. May 8.2 donations. >> Yeah. One donation uh CIE donated $500 for a poultry team. Uh and they they attended the uh poultry competition on the east coast. So, ask for your approval. >> Okay. I'll entertain a motion to approve the donation as given. >> So, move. Second. >> Second. >> All those in favor signify by saying I. >> I. I. >> Oppos. Same sign. Brings down to item 8.3, adoption of additional appropriation resolution 2025 bond. >> Mr. Jiren, again, can you please summarize the additional

103appropriation resolution? Yeah, the 2025 bond um is we've talked about for several months now. Um HVAC piping um domestic piping will also probably be bid on that. Uh that's all in the tunnel. Uh will require us to remove some asbestous um insulation that is down there. Although we've got some pretty good news on that that maybe there's not as much as we once thought there was. That is that accurate? >> That is correct. So that's what that money will be used for. >> Okay. The additional appropriation resolution provides the approval of the school corporation to appropriate the funds for the proposed project in the same year in which the general obligation bonds are issued. So this deals with spending the money out of the bond. It doesn't approve the bond yet. That'll be the next

104step. So I'll entertain a motion and a second to adopt the additional appropriation resolution. So a motion >> some move to adopt. >> A second. >> Second. >> Okay. >> Roll call, please. >> Rick Spencer, >> yes. >> Andrew Adams, >> yes. >> Greg Bington, >> yes. >> Alan Wilson, >> yes. >> Beth Cheney, >> yes. >> Tim White, yes. Robert Dane, >> yes. Okay. passes 70. So we will go down to item 8.4, adoption of the final bond resolution. Mr. Durigan, could you please summarize the final bond resolution for the geo bonds? >> Yeah. Uh just as as I said with the appropriation, that money is going to be used for um working those tunnels, uh redoing piping where needed and removal of of insulation and then reinstall of insulation as well. Okay. The

105final bond resolution contains the project cost, maximum interest rate, and other financial terms such as first interest payment date, maturity dates of the bonds, all with respect to the issuance of the general obligation bonds. This resolution also approves the register and paying agent for the repayment of the bonds. Could I have a motion to adopt the final resolution bonding? >> So moved. >> Can I have a second? Second. >> Hearing a motion and a second. Roll call, please. >> Rex Besser, >> yes. >> Andrew Adams, >> yes. >> Greg Beyon, >> yes. >> Alan Wilson, >> yes. >> Beth Cheney, >> yes. >> Tim White, yes. Robert Dane, >> yes. >> Motion carries 70. Brings down to resolution to adopt the 2026 capital project plan. We looked at that last month, correct? And this will

106be the second reading of that. So on >> that that was posted as Yeah, that was posted and and so um it is on the website like it should be. You did receive that in an email um as well. So that resolution is there for that that capital projects plan um to to move forward. You have do you have that key pulled up, Chris, so everybody can see it? Um, so there's the resolution. The capital's project plan is the next tab over, I believe. There you go. Um, that next tab over. And those are projects that we are proposing. Now, obviously, this is a little bit of an antiquated process, meaning we adopt the capital projects plan, but we know that if we have a boiler goes out that we have to use that money

107elsewhere, we may not be able to to utilize that. And I I think um Andrew asked a question when this was sent out originally. Um hey, do you you know some of your numbers are off on your capital project plan versus your bus replacement plan. Well, that's accurate because there's a lead time for those buses and so you try to line those up and when you think you're going to have to pay for them. It didn't used to be that way. You order you used to order a bus and it was there immediately. Now you order a bus and it's 8 8 months to two years. I mean, we've had some that are out two years. So that's why those two don't line up. So when we we move forward, um that's what we need

108to look at. >> Okay. I entertain a motion to approve the resolution to adopt the 2026 capital project plan. >> So move. >> Second. Any questions or comments on the capital project plan for 2026? >> Hearing none. Roll call, please. >> Rex Spencer, >> yes. >> Andrew Adams, >> yes. >> Greg Bington, >> yes. >> Alan Wilson, >> yes. >> Beth Cheney, >> yes. >> Tim White, yes. >> Robert Dane, >> yes. 70. And the next resolution to adopt the 2026 bus replacement plan. Uh, we all had that in our packet. I'll entertain a motion to adopt the resolution for the 2026 bus replacement plan. >> So moved. >> Second. >> Any questions or comments? >> Hearing none. Roll call, please. >> Spencer, >> yes. >> Andrew Adams, >> yes. >> Greg Bington, >> yes.

109>> Alan Wilson, >> yes. >> Beth Cheney, >> yes. >> Tim White, yes. Robert Bane, >> yes. >> Motion goes 70. Okay, that brings us down to item 8.8, A additional approp adoption of the additional appropriation resolution from the rainy day fund. Mr. Jernigan, could you please summarize the additional appropriation resolution from the rainy day fund? >> Mr. Dane, you're getting pretty good at that script. Said a lot tonight. Um, as as stated, uh, we have a boiler. It's bad. Ask for a $500,000 appropriation. The money that we don't use towards that project and that project only um will go back to the rain. it will actually now be pulled out of the rain rey day fund. >> Okay. >> So with that, I know we had talked originally in the earlier hearing that we

110wanted to add some language to this resolution. So I'll entertain a motion uh to add any language to the resolution before we read the resolution. [Applause] >> So move second. >> Second. >> Okay. So with that middle school border project is >> so what we want to do is we we basically want to this to read the appropriation will be um the additional appropriation will be to fund the middle school boiler project nailed it described it. So ready. Perfect. Okay. Okay. Can I have a We're going to redo this now. Sorry, guys. Can I have a motion and a second to adopt the additional appropriation resolution to fund the middle school boiler project? >> Pardon me. Do we need to vote on the amendment? >> Uh yes. So all those in favor of adding the

111amendment signify by saying I. >> I. >> Opposed. >> I. >> Okay. >> Motion carries. So we'll go back to Could I have a motion a second to adopt the additional appropriation resolution to fund the middle school boiler project? >> Uh so moved. >> Okay. Second. >> Second. >> Roll call. Greg Sper, >> yes. >> Andrew Adams, >> yes. >> Greg Dington, >> yes. >> Alan Wilson, >> yes. >> Beth Cheney, >> yes. >> Tim White, yes. Robert Dames, >> yes. >> Motion carries 70. >> Okay, that gets us through all that. Correct. So, we're number nine, superintendent comments. >> Yeah. Real quickly, uh October board date, we need to look at moving uh a week later if possible. that is what we have advertised uh for our adoption of the budget. It also falls

112during the fall break if we go the week before that. So um October 29th is what I would ask that we move that to to um that way we're not interfering with fall break and more importantly we can adopt our budget when it's been advertised for. Okay. >> Anybody have issues with the 29th? It's a Wednesday, correct? >> Correct. It's a week later. >> Thanks. >> Yep. >> Okay. >> Um so that's what we'll move it to. >> Yep. >> Uh you've heard a little bit of a conversation about the ambassadors. Uh so we had our second meeting. Um all nine ambassadors showed back up. Great. I thought it was a fantastic turnout. um our directors did a phenomenal job of some high level um explanation of what finance looks like and what uh transportation

113looks like, what building and grounds look like, what our food service looks like. So what I heard from our ambassadors when they when they walked out were some kind of aha moments of oh that that's why the school does it the way they do it. We also did have some people drive our school bus. Uh Beth, you want to talk about your experience in hitting cones? I did not hit any cones. >> Didn't hit any cones and made her way in and out of all the cones perfectly. >> I can't say that for everybody who drove the bus. >> Which bus was it? >> Uh, it was a big bus. >> Yeah, >> it's because I learned how to drive at Mcconwalk. I think >> that's good. So, that's one of the activities. Um, they

114also got to serve some meals in the cafeteria. Um, that's a different beast. Most people don't know what it's like to see 130 faces in front of you ready to eat a hamburger or whatever that may be that they want. So, uh, and then we did finish it off, but they did get to eat some lunch with with our kiddos. So, that was that was great. I want to thank Mr. Tid. Um, he invited myself um and and several other people uh to an economic development um get together today to kind of talk about what does the future of Miami County look like. and really some pretty neat things um that are potentially going to go on here in in the county and some areas that that are I think really um going to be

115at the forefront for maybe some development in the future. So appreciate his leadership in the county uh with Makita. Appreciate being invited in on that and and kind of on the ground floor planning because really and truly we're educating the kids here. How do we educate the kids here and then there's something here for them to come back to? And I have three kids personally and I look at that every day. Hey, what's what's here for my kids to come back to? So, we're always working on those four months. I appreciate Mr. Tim's um forward thinking and and looking, you know, what what is that next thing to come so we can we can have that. The other thing is we we need to schedule um a tenative agreement um meeting and when did we

116say the second week of October? >> I believe so. um 12 13. >> So if you look at your calendars, we we'll go ahead and schedule that. Um the union has not yet ratified that, but we have a pretty good start on that. If we don't get it on the books, we're not going to get it in uh before that deadline of when we have to to reach it. So So basically, we'll do a tenative agreement um and then 72 hours later, which will be we'll do at that 29th board meeting, we'll ratify the contract um as a board. So, those are all procedural steps that the law puts out there. Um, but it's been a I will say this, it's been a a good session. I do appreciate um Tim and and Robert setting

117down those. It's been a good session and you know talking through um some things and we're right there at the final step. So, what date is your >> uh what's everybody's pleasure? Can we do want to keep on Wednesday and go on the 15th? It be a short meeting. So >> when's the actual deadline? >> Actual deadline is November >> 15th of Well, okay. >> So we won't have I mean if we do it this way, we can catch it at the board meeting versus board meeting then try to catch >> before the 15th. So >> this also allows our back office folks to start doing some that retropay which helps. Yeah. >> What what date are you proposing? >> 15th. Let me >> volleyball sectional that week. >> We can do it earlier than

118six. >> The 15th looks good. Okay. 6:00. Or is everyone go earlier? Makes no difference. 6 o'clock. 6 on 15th. Okay. Uh the last thing I have for you is the ISBA fall meeting November 3rd at our favorite dining establishment, Cookville, Indiana. Um starts at 5:30 with network and 6:00 dinner thereafter. Please let um the board secretary know that's where you want to you go. >> Montana uh November 3rd, correct? >> November 3rd. >> Posture. Y >> or whatever that is across. Yes, I think you're right. >> Is that a Monday? >> Yes. >> Okay. Anything else? >> Okay. We'll move down to principal comments. Sir, Miss Johnson, anything? >> Uh, so no, not a whole lot. Um, just one of the additions for this school year is having the high schoolers over at Kite

119Creek. Um, I will say it has been very nice and refreshing. It is a good group of students, those that have come over. Um, it was interesting watching them the first couple weeks cuz they were really very unsure, but to see how they've changed in just a short amount of time has been really it's been really nice. Um, they're doing good in the classrooms. Um, getting good feedback from the staff. Um, and it's a nice learning experience for the staff as well. Um it was kind of it was cool today. So on Friday we have muffins with mom for preschool prek. So the high schoolers were tasked with creating the photo op backdrop for that. So there was a small group of them in the hallway working and one of the first grade classes walked

120to lunch when they had started noticed it and the teacher was engaging with the students and then um they couldn't the high schoolers don't talk a whole lot. um it takes quite a bit to get a lot of them. So there wasn't much said. So the teacher comes back by, tries again, not a whole lot. She's like, "Well, we can't wait to see what it is. We want to see the final product." So when that class came back, I happened to be there and those kids were just in awe to know the like just the inner workings and the dynamics of it all. I would have never thought just how the exposure across the whole building that it's had having those kids in there. Um, it's gone over into the first grade side even. So,

121it's nice having them there. I think it seems like they're learning a lot. >> Good. >> Yeah. Any questions about anything else? >> Everything going good? >> It's going >> good. It's going. >> Thank you, >> Mr. Bureau. >> Yes. >> Cover a couple things that had happened over the last couple weeks. Uh two weeks ago uh for love your life week which is part of suicide prevention month. We had our dance dodgeball after school event which was the first one was last year and um went really well. So we did it again this year and we had 220 kids stay after school on that Friday. Um and it kind of worked out because then we had a gear up event and then we had football too at home. So it it was nice. We

122had 220 kids stay after school for our dance dodgeball, which if you remember, we do do that in separate gyms, so they're not dancing and ducking and weeping at the same time. A couple board member kids were there. Hopefully, they had fun. A lot of by the end was they were a little stinkier than they were in the beginning from all the dodgeball and activities. So, but it went really well. We had no issues. Uh had plenty of staff that stayed and helped. It was great for the kids. Uh they all got bracelets was their entry ticket. So everyone appreciated and there's a lot of them are still wear them. I I had one on. I took it off earlier. So um an interesting thing came up. Our seventh grade none of our teams volleyball

123teams were invited to the Peru volleyball tournament. Well, they had a team drop out in the seventh grade. So they invited our seventh grade um and our seventh grade went and won the tournament. So, I was very I was very happy about that because our sixth and eighth grade didn't get to go. Um, but the seventh grade did and they won the tournament. So, it was it was a great weekend a couple weekends ago. >> Um, we had e-learning day as you know on the 17th and we had talked about our I learn scores and it was great because we were able to get PD for from both of those companies that we bought those curriculums from uh to come here and work with our math and English teachers. Um, and then the other departments

124worked through those, went back and reviewed and worked on those curriculum maps a little bit more. But, uh, it was nice that we were able to do that. Uh, we had yesterday we had our core student day and we've done core for several years. Greg Summers from Idaho comes in and does a training with the kids. We changed it up a little bit this year. We had uh the teachers pick several eighth graders that they thought could be leaders um with these other kids and within the school and and it was kids from different groups too. It wasn't all just maybe an athletes or this group that's gets really good grades. It was a a large group of kids across different mixed groups so that they can be part a leader in their group, right?

125Um and in the morning they did training with the eighth grade on how to how to be better leaders and how to be better people, how to be kind and uh had various activities. Um and then in the afternoon they brought sixth and seventh grade kids that were also nominated by the teachers into the to the gym with them. And then those eighth graders worked with those sixth and seventh graders on those leadership skills. And we hope that those kids will then go into their various friend groups and groups and and you know do the same thing. You know, how can we make our school better by meeting better people? And so that's kind of the whole idea of the whole thing. And that was yesterday. Those kids did all that training. So um now

126we'll meet with them periodically throughout this school year to have meetings and kind of see how they're doing, see how their groups are doing, and what can we do to make it make it better. coming up. Uh, and this is this is going to be our first time doing this and it's u Tuesday the 30th. We have Mr. Barnett has a fifth grade period and our fifth period class. It's called early American trades games and activities and food and it's kind of a filler class but it's it goes along right with history and the things that he likes to do. Uh today they went outside and tried to make a fire with a stick and a bow and they actually for the first time ever it worked. One one kid got it to work. Um

127which I was amazed cuz I thought it only worked on TV. Um but he and one of them didn't get it to to actually start a fire. But that class for the whole day is going to go out to Fort Mac and the first grade is coming over and they're going to have nine stations set up and the kids are going to run the stations with Mr. of our net supervision as the first graders go to all the stations in the fort and the different areas. Um and that's Tuesday the 30th. It'll be our first time ever doing this. Um and it's just that one group of eighth graders is about 15 of them. It's a small group that are going to run all these stations as the first graders come through that day. So

128if if you're if you're don't have anything going on, we'll be out at formac the entire day running these first graders through various stations of just you know pioneer life. Uh, Wednesday, October 30th is the fall choir concert at 7:00 p.m. at the high school. It'll be high school and middle school. And then one other thing we have coming up is our career day, which is a real big one. Uh, be in the main gym. Some of you will hear from Mrs. Shown or one of us. That's Thursday, October 16th is our career day. Um, part of our one of our classes that we have to offer our eighth graders for high school credit PCC. Um, but all our kids get to go to that, see the various careers and the next board meeting. I'll

129probably talk about the people that were there. So, that's those are some things coming up. >> Thank you. >> Any questions? >> Oh, sounds great, >> Mr. Jurgens. So, the high schools, uh, we've got a lot of good things going on. Staff is working extremely hard. I mean, you see that with the uh the classes and you know, you have to stay up on uh the curriculum for the dual credit and then you've got your curriculum that is that maybe it's not a dual credit class, so you're staying up on that. Um, a lot of good things going there. Last two weeks, the band, if you've not known, they won first place two weeks in a row. Um, don't want to jinx them, but Mr. Burn is keeping me up to date. you know, and

130he told me, "Hey, take these I got these kids. We got to wait over because there was a there was a rain delay uh two Saturdays ago. So, they got home a little bit later than what they wanted to. I think they were up at Fort Wayne Carroll. So, did so keep that rolling. Poultry judging team came back from Massachusetts. Got there safe again. >> Mrs. Loi and uh uh and Amy Osborne who was one of the other coaches doing a fantastic job with them. Uh last night we were having interviews for the welding position and all of a sudden we see they're after school and they're still studying. They're they're wanting to take this to the next level. So we've got kids that are putting in the extra time for a lot of things.

131Um our athletic teams are doing very well. Aubrey Stall won uh well she placed in the sectional two weeks ago. Uh this weekend she is at battleground. So we're looking for her to uh to do very well and um you know just place a little bit higher than and compete. During our e-learning day we had our core kickoff. We we had the Josh and Josh show. Okay. J square. We had Josh Hancock started us off with introducing core which we had our kickoff today in the high school with the freshman class. And then Josh Eagle, he is uh he was asked by Mr. Lake um and Kelly to kind of team with Mr. Lake and put together this you know take some training for reframing behavior which is very similar uh with kind of going

132along with the Kevin Dill u when we're working with him. So, congratulations. You get to take that over with Mr. Eagle. And so, uh, you know, a lot of good things there. A lot of a lot of positives. Mr. Hancock is really running with this very well. So, uh, I'm very appreciative of that. And, uh, other than that, you know, before we know it, we're going to have PSAT come uh, midocctober. Before you know it, it's, you know, we're going to be the weather's going to be changing. They already got their first snow out in uh some pass out in Colorado and kids are probably wanting to get out of school and snow ski. So uh lots go long it's it's going to change fast but we're we're ready and taking it day by day.

133>> Thank you. >> Any questions? >> Want to introduce your new assistant principal? >> This is new assistant principal Sydney Ward. Uh I'm really looking forward to having her. I she's coming from person that hired me and so I'm hoping that no bad I check my I check my I check my door every time making sure where I step if I step on something we'll make sure it's not something that's explode anywhere. So >> welcome. We we won't ask you we'll put you on the spot to get up and say anything but welcome. Congratulations. So, Mrs. T, you started first. You gota >> listen. >> All right. >> I know it's the end of a long night, so thank you all for um your patience with all of us going through this. Um huge shout

134out and thank you for the e-learning day. And if I'm going to put in a plug that we can do more of those in the future. The feedback from the teachers was absolutely huge. It was kind It was almost the first day they could breathe this year where they felt like they could actually have the time to come together. We had professional development in math, same as they had. We had um professional development for our um behaviors. Our behaviors have been huge at both elementary schools as I referenced previously with the students that are just not regulating themselves very well. And that is really all-encompassing and affects learning for everyone. And so having the time to really dig into that. Um school improvement teams both met in both buildings. So I kind of be back

135and forth between both buildings for um all of those meetings. And it was huge. And again, the huge thank you that they give to you is to have that day because we need that. There's not enough time in a school day and although we have collaboration time in the morning, those meetings are short and sometimes it takes a lot more time and energy to really dig in and to get some of that work done. So, just a huge thank you um for that. The teachers appreciate it. Uh Finding Nemo Junior by our elementary drama club is this weekend um with Friday, Saturday, and Sunday showings. Um, we also I was excited and I'm glad he explained it about our first graders going over to um, Fort Mac. I think that that's going to be a

136super fun day for them um, coming up next week. And then we have our literacy night which is wild about reading coming up October 2nd. It is a Tuesday evening and this is going to be for both Pike Creek and Mackel. It'll be together at Mackel for one evening having both schools and everybody coming together. Lots of fun activities, great drawings to send families home with things um that are valuable to them. And so actually the gift baskets are kind of cool. They've got some pretty big ones going with that and some gift cards for families to be able to give away. They have to attend the title one informational session um which is basically talking to them about how important the importance of reading and how to improve that with their kids at home.

137Um and we'll even have a small math portion in there as well kind of ideas you can do to help your kids maybe with their math facts and that kind of stuff too. So, that's kind of the quick down and dirty as always everybody else. We're working really hard and unfortunately we've got a lot of assessments going on right now. Still doing that next level of the um of the assessment that we had to do for our dyslexia screener. And so, we've got a lot of kids that are requiring one-on-one. So, we're actually getting working on getting subs for a couple days to have the teachers be able to come out because they have to go through and it's a one-on-one process to um give that evaluation. And so we've got even our related arts

138teachers and other people helping out with that with that whole thing to get that done for our kindergarten through second grade. So that's it. Thank you again everybody. >> Thank you. >> Okay, move on to board comments. Greg, nothing. Greg, >> what was the date of that pioneer day again for first graders? >> Tuesday the 30th. >> Okay, thank you. No comments. >> September. >> Yeah, next week. Alan, you have anything? >> Same question. Thank you. >> Just that the the ambassador program is going really well. I really enjoyed it, Mr. Drawer. I loved hanging out at the middle school yesterday. >> It's a great place to be. >> Yeah, >> especially lunch time. >> Yeah, >> Tim, just thank you. You guys do excellent work. It's battery swapping on the same spot. >> Okay.

139Yeah, just to echo everybody's got a great year. Start it off. You guys are putting in the work. Uh thank you to Katherine for getting this boiler thing figured out, keeping heat in the building so we don't have to shut down in the middle of winter. So, um echo the band doing really well. It's great to see them really succeeding u getting the awards that they deserve. Those kids put in a lot of work. I I hear it from my house. I can sit on the porch and you know it's you know all time of the night and you know those those guys work as hard as anybody. So kudos to them. Uh thank you to everybody for attending ISBA last week. If it's your first time going I hope that you guys picked up

140on something and some good things, some bad things that down there but it's all good. So hopefully next year we decide and go again. Other than that, we have an exact session right after this meeting. So with that, I'll entertain a motion to adjourn. >> So moved. >> Second. >> All those in favor signify by saying I. >> I. >> Oppos. Same size.