School Board Meeting 11/11/25

001Well, good evening. We'll call to order the um November of 11th uh Typton Community School Board meeting uh to order. And uh we're going to start with the pledge of allegiance and our vision statement being led by Kim. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all the empowered future ready students who are prepared for a lifetime of opportunity and success. All right. Uh, next on our agenda is um what we like to call tell me something good. This is an opportunity for the board to uh reflect on something positive they've seen in the uh in the school or on the grounds or with our students um since we last met. So with that, I'd

002open up uh the floor to uh tell me something good. I'm happy to start us off with um if you're just since there's a lot of people here, I'll run my commercial. Just down the road from us or down the next building over um we are putting on um uh I think it's the Little Mermaid Junior. Um and we have a ton of our elementary and middle school and maybe half a ton of our high school kids in there. And um it is just fantastic to see all these kids um like some of these young kids are me uh memorizing 50 and 60 lines and choreography and blocking and it is amazing. Um and so I would encourage you on the 21st or the 22nd. There's a couple opportunities to see it. Uh we'd love

003for you to come down and support the kids and to support uh Miss Swallen and and Miss Haynes and and all the people that uh help us and and Mr. Leech, thank you for the auditorium and all the things that uh go into making it happen. But I've been able I'm stage managing this one and just to see these kids um this is now two weeks every night from 6:00 to 9 and they're where they're supposed to be doing what they're the director's doing. It's just amazing. So, I wanted to let people know that that was going on and encourage you to come out and uh support the kids. All right. Well, from there, we'll move on to our Blue Future Awards. And I'm not going to make the same mistake twice. So, who's going

004first? All right. John, you're up. All right. I did that last time and cut him off. So, >> I have six people who I want to join. So, if I could have the entire of our school corporation school nursing staff come on up, that would be wonderful. Okay, in case you don't know these wonderful ladies who are joining me. Uh, I have Miss Debbie Ebertton who is traditionally down at the elementary, our newest, Beth Roach. I've got nurse day. I can't call them anything except for nurse day, nurse Gillum, and nurse Mankey because they're the ones who I get to interact with. So, that's what I call them in front of all the students. And then leading this wonderful rag tag team, we've got nurse Susie. Okay. Oh, there you go. Round of applause there.

005So, um, so when I was thinking about Blue Future Awards for this month, um, the first people that popped in my brain, uh, were our school nurses. Um, not only because I don't know the difference between a cold and a flu and they can tell me those sorts of things. Uh but also just because I've had a lot of moments happen as we're moving into that time of the year where students are getting sick where I've just been really grateful for these wonderful women and the care that they give to our kids. So um beyond you know the normal things that a school nurse does, helping students to develop healthy hygiene habits, uh making sure that they are maintaining of course in our uh our school clinics stringent uh medication regimens of students diagnosing the

006you know numerous health issues that come up. Uh, and just to name a few, being the first responder to seizures, anaphylactic shock, panic attacks, vomiting, menstrual cycles, and lice, all of which have happened in the last month or so. Okay. Um, these women, they just do it all. Um, now that is all well and good. That's the job of a school nurse. The thing that I think separates our school nurses from other school nurses that I've seen is that these are women who when they are doing their job. You know, when when parents send their kids to Typton Community School Corporation, they send their kids to us make hoping that they know that their kids are going to be taken care of as if they themselves were there. And I know that all of us

007here are people who have our own kids who we've seen them in their moments when they're at a low point. And I watch, you know, and especially I'm going to just extol the virtues of the three that I really get to see a lot. I watch these women as these kids are coming in and they're not feeling great. They're feeling low and they've got a sore throat and they just have that sensitive touch to the kid of just saying, "Hey, what's going on with you right now?" Um, they kind of for a moment they're co-parenting with the parent. You know, what's going on? You know, how can I help? How can I support? You don't have a fever and you're not throwing up. So, what is it going to take for you guys to get

008through the day? Do we need to call home? How do we help and support years are going through that? Um, it doesn't matter who is in the the clinic at Typton Middle School. I know that they're going to be taken care of with that that sensitive, kind, caring, loving touch uh through thick and thin. And of course, while I'm specifically talking about the three that I get to see on the daily basis, I know that nurse Susie, like I said, is a ring leader here as nurse Roach is going to be joining us at Typton Middle School and as I've worked with uh Nurse Eton, who now is at the elementary but used to be at the middle school more. It's just amazing that no matter what's going on, they're all going to take care

009of our kids that they were their own. And I just think that that's something we're celebrating. So, our TCSC nursing staff, everyone's there. Um, tonight I have the honor of presenting the Blue Future Award, which celebrates something that's at the heart of our middle school growth. Um, growth in grades, in test scores, um, but also growth in confidence and maturity and the choices that we make every day. It's about students who discovered the best versions of themselves and shown us the best versions that they can be. At this time, I'd like to invite our future award recipients come forward. Cash Halton, Owen Terrell, and Bailey Shinl. and we'll start with Cash. Um, Cash has grown into a student others look up to. He's engaged, hardworking, and brings a positive energy wherever he goes. He's matured

010into someone who gives their best and leads quietly by example. Owen um when we first talked about this award, Owen's name came up right away, and that says a lot about the impression that he's made. He's built strong connections with teachers and classmates, and he's the kind of student um everyone enjoys having in class. Kind, dependable, and always respectful. Bailey. At the start of the year, Bailey might not been too excited to come back, but what a turnaround it has been for her. She shown enthusiasm, positivity, and perseverance. Use her energy to lift others up and to make great choices. When I told Bailey she was getting this award, I told her because she's one of my favorite students and that I needed her to act like I was one of her favorite people. And

011she's doing a great great job of that tonight. um Cashon and Bailey, you've each shown um great growth, great maturity, and we are very proud of you. And um please join us and congratulating these three wonderful students. Yep. I'd like to invite the uh 2025 sectional soccer sectional champ to come forward. The whole team, all of you, come on up. This is kind of new facing you guys. >> This isn't the whole team or this would be even more impressive if they could do what they did with just this number. So, uh for this month, uh I wanted to take the time to rec recognize the boys soccer team. Um they did win sectionals which we hosted uh which meant that they had to play Deli which they defeated defeated 6 nothing Carol uh two

012nothing and then Taylor uh which was a a pretty tough battle at at 3-1. So if you're able to come watch any of those games you know how much time and effort energy and this is a passionate group of guys that uh I mean you could just tell the the product on the field was was I mean they loved each other and they wanted to be uh super successful. So they did that and then went up to Faith Christian. that didn't quite go as well. But I still want to celebrate the fact that for a a half of that match, they were grinding and I mean like every time they attack it seemed like we had an answer for at least a solid half and then you know we get to get better for next

013year. So uh it was a great season. They finished 143 and three uh over the year and uh just was first sectional championship for for Typton High School. So wanted to recognize since 16. Okay. So I want to recognize coach Tragasser and Tragasser and congratulate them on sectional championship. Congratulations. Good job. >> Congratulations. Come on up. >> Come on down. >> So, the theme for this month's meeting is sectional champs. So, uh who you have here is Evan Co. He was Typton's number one uh singles player for the high school team this year. and he was able to u be the individual sectional uh champion champion and then advance to the regional um the regionals in the individual side of the tournament. Um he also um just because Evan's just a great kid all around.

014I mean we could celebrate him just for that. But all three years that he's played tennis, he's finished with all state honors, had a 13-6 record uh individual this year, which uh coach Dool said is one of the best individual records that we've had for for some time. and then she highlights just how great of a leader Evan is. So, I just wanted to take a minute to congratulate Evan Co on individual sexual championship Evan. All right, I have to apologize. I'm dressed down a little bit. Just came from baseball practice tonight. Um, so the Blue Future Award for Typton Elementary this month, uh, I would like to give to Valerie Watson. speech pathologist. If she could come forward, please. Valerie um serves mostly our primary grades um for uh speech pathology and um some

015of the things that she's involved in is our multi-tered system of support team. Um, a couple years ago she came to uh administration, asked if she could start uh speech RTI, which is response to intervention, which goes right along with the MTSS team. Um, some other things that she does is kindergarten roundup screenings. Um, one thing that she's uh come to us this year asking is if she could do some outreach to local preschools. Um, which was one thing that we we just were we were thrilled with because the more that we can get into our local preschools, not only our own preschool, but local preschools to service them and identify students that may need uh speech services um the better they're they're going to come prepared uh to Typton Elementary School. But the thing

016that I think that sticks out about Valerie the most and I to me is the most important is that kids absolutely love working with her. Um there's not one kid that doesn't uh have a smile on their face when they go in or out of her classroom. And that to me as a principal uh warms my heart the most out of any of this stuff. So uh like to present to you Valerie Watson. Thank you. Well, if you were here just for the Blue Future Awards, this is your signal to leave before you get into the consent agenda and net assessed value discussions. So, uh but but do thank you for coming out and supporting the kids and uh the recipients. Thank you. >> Great job, guys. Job, David. All right. Next item on our

017agenda would be comments from the community. We had none sign up this evening. >> Is Laura okay? >> We don't know. We We don't know. >> We haven't seen her. >> I know. So, u So, we had none. So, moving on to that uh is the consent agenda. Um within your packet we have uh the approval of tonight's agenda. Uh the minutes from our executive session and work session and regular session that was October 14th and our special session on November 3rd. We have the approval of claims from October 24th and November 7th. Uh for payroll and accounts payable claims for the month of November. Um we have the approval of the personnel report which I will read at the conclusion and approval of field trips. Uh we have um seniors uh high school Mexico

018trip for 2026 that was in your agenda uh um packet and then uh the approval to accept uh some donations and those were listed in your packet as well. So I'd be interested in a um motion and a second to approve our consent agenda for the evening. >> I move to approve the consent agenda. >> Have a motion and a second uh to approve the consent agenda. Any questions or comments? All those in favor of uh approving the con the consent agenda, please signify by saying I. >> I. >> Any opposed? >> All right. The uh consent agenda is approved. Uh our personnel report for November 11th. On the certified staff, we had none. uh classified staff. We had the resignations of Nicholas Jackson, third shift custodian at the elementary school, and Thomas Ber, the

019cafeteria worker from the high school. Uh recommendations, uh Joseph Harris for third shift custodian in the elementary school, and the recommendation for Shane Clark to be a permanent subbus driver for the remainder of sick leave. Um, and then on the ECA staff, we have the uh approval of volunteers uh Kyle Bird, Tim Davis, and Justin Nasser for volunteer baseball coaches. Um, so that is the uh personnel report for uh November. With that being said, we'll move on to the superintendent report and uh Dr. Glaze, the floor is yours. >> Yeah, thank you. I will invite Carrie to come up and uh some of you may know there Now, you know, one thing that we can always talk about with education, we are always in a state of change. And so, um, I know that we've

020had some some small discussions really about the change in diplomas and that I I will about the change in diplomas and and just kind of um, you know, how our should pop up now and and just how what we're currently offering can fit into that and maybe some ideas on what we may need to consider in the future uh, in order for us to meet the the criteria for the new uh pathways and the new diploma. Um so I'm just going to turn it over to Carrie. Uh she we are so fortunate to have Carrie. My goodness, she just she just rocks it. So I'm going to turn it over to her. >> Ryan, didn't didn't we pass a resolution that she couldn't come without the dog? >> That's right. That's right. We missed Indie.

021Where is the puppy? >> I've got to bring I've got to bring trees to Indie because he doesn't really pay any attention to me because I don't have treats. So I've learned that that's something I need to do. >> He's a sucker for foods at his office. So um all right. So I did present our on Friday to the high school diploma. I asked Dr. Glaze if that same presentation would be fine. So I will tell you it is a little bit teacher centric um just as we asked the different departments to kind of take a look at the changes that were implemented and then how that's going to affect each department. uh kind of their wish list, if you will, on um how they would like to see their department kind of adapt these

022new changes or adopt those and then um you know, knowing that wish list may not be completely fulfilled, but um it's at least a place to start as we look to schedule for uh the next school year. So, um I did throw this up here. I'm not sure how well you guys can see it, but uh on the left is the current 440 diploma that you're probably pretty familiar with. It's been around for 30 years. So, a lot of it really is the same, but on the right is the new Indiana based diploma. Um, and it it does changes a little bit. It allows for flexibility within the new diploma and then it's now our job to kind of figure out how we're going to navigate that flexibility. Kind of told them heard it on

023a webinar, so I'll credit it elsewhere, but say, you know, with more flexibility comes more responsibility. More responsibility on the students to make the right choices. more responsibility on our part as counselors to you know advise and guide them and then responsibility from the school just overall perspective trying to get them to where they need to go. So um a little bit of of pressure here but um I've kind of outlined what this currently looks like with our credits which is what we've done. We're on the block schedule and have been on a block schedule again for 30 some years. Um our students can earn 64 credits so rather than the state 42 uh 42 is pretty minimal when they turn 64. So we've always bumped that to 50 high school graduation requirement. So providing

024that that's still going to stand. Here's kind of how it's broken down with eight credits just as it was. However, only English 9 is is required. Um and then it becomes much more flexible. uh a communication focused course such as speech, journalism, debate, um advanced speech, um those are just some interpersonal relationships that that come to mind. Those they have to have one um education focused course. Uh part of those credit math uh is quite different. It used to be for the core 40, algebra 1, geometry, algebra 2. They've removed that. They just made it to where it's algebra one and then the flexibility can come in. So um kind of I'll talk about SEALs here in just a minute. Uh the kid is maybe going employment after high school and knows that uh maybe

025takes a much different path than someone who's going to college and expect them to at least complete two not. So um deciding when those kids are going to decide that and then stay on that track mind. So trying to keep all these things uh in mind knowing that 15 year olds may not know what they want to do for the rest of their lives. And then personal required um as part of this new diploma. Moving on to science, uh traditionally it's been six science credits. Again, it's somewhat similar. Biology is is the main stay and then after that that flexibility comes in the computer science. We have currently teaching computer foundations in the digital age. It's required within that STEM area and then additional lab sciences plus two additional STEM focus. And so any math

026or science course is a STEM course but not course science or math course right so um you know we do have some some engineering for example and that would count we have our some ad classes with ALS animals ALS foods those are lab science that count either one of those science or the STEM focus so we have a lot of flexibility there um social study is now five credits US history and government are similar to what they were And then the world perspectives somewhat changes. Currently we fulfill our social studies requirement with geography and history of the world. We may look to change that a little bit if possible and maybe just real world history. Um kind of what social department I mentioned. Um and then also a third or fourth year of a Spanish

027um foreign language fulfills that requirement for the world perspective. So a student could technically meet that criteria by taking Spanish three. On the flip side, college is one really credits from social studies. So, they don't count world language as social studies. So, we kind of get into that dangerous area where we want to make sure we're giving our students what colleges want if that's the route they're going. Um, and so just kind of keeping that in mind. Uh, PE went from two credits to one and then health stayed the same. Preparing for college and careers, we currently offer that in the middle school. It's now a requirement, but it can still be offered in the middle school. And then that puts us at 20 personalized electives where students can fill those with their CTE classes.

028Um they can fill them with the fine arts, the world languages, uh workbased learning, um internships, you know, those type of things. So that's pretty much the rundown of of the the 50 credits. Um questions on that? I guess I would just want to ask you like if a student is wanting to pursue college, is there still a standard that schools are expecting that our guidance, you know, offices would be redirecting them to out of all of the elective options that they have? >> Absolutely. And so that's kind of where the seals are going to come in. So they've made it to like this based diploma that you you have to get B. And then kind of depending on your track that you want to do, whether that's college, employment, or enlistment, um then there's

029kind of these seals that you can get to show that you're ready. So I would kind of equate it to the academic honors diploma, right? We had the 440, but then you could go for the academic honors diploma to show, hey, I'm ready for college. Um so that's kind of what I'll I'll get into if if that works. Um this is just another way of of looking at it. Um and then that's if they don't earn a seal, they're still on what we currently do, which to meet box two which is employability skills and box three which is postcary ready competency. Um, so that's what our current students are meeting. And so if they don't earn a seal, they still have to do that. But then the seals, that's you've probably heard about >> The

030seals, right? So I know that's small and I will talk about the main three honor seals. Um, so Jennifer to answer your question, um, we are going to start all our students on the enrollment seal just to keep one, it sets the highest standard. Two, it keeps every door open. Um, and then by, you know, probably junior year, they're like, you know what, I know I'm not going to college. Okay, they've had two years of high school. They're a little older. They maybe have worked a job. They know what they want to do. And then say, all right, let's try to go the employment route or something. But, um, starting our freshman on on the enrollment seal, we just feel like it's the best route. Um, and most of that is they have to do

031it anyway, right? They have to take biology, algebra, um, those type of things. So, they're kind of doing that already. to my bottom point, it doesn't force eighth graders to, you know, pick the seal when they're never stepped foot in high school and say, "This is what I want to do." So, uh, so that's kind of our approach. Um, at least right now, it's all still very new, right? So, a current freshman class is is the class that, uh, starts all this. Um, so here I've just kind of highlighted a traditional course sequence for the enrollment still. That's where a student that might come in, say, "Hey, I want to go to college." Anything in yellow is really the main changes that we kind of where did that where did that speech or communications focus

032course go? Um are we sticking with Indiana history and ethnic studies as an elective when they don't necessarily um the social studies credit requirement anymore. Um econ is off, personal finance is on. So there's just some changes there. Um and so it kind of that was more for departments of you know some things to consider. Then on the right hand side that that is if you're going to college, right? So that's going to say you do need two years of a world language, you need your six social studies credits at college, um your six science credits that C or better. So very very similar to the current academic honors diploma I think you guys are relatively familiar with. Um so again that freshman year it looks very similar to what we're doing now, right? They

033take their main courses. They take a principal course. So they can principles of business or principles of agriculture, principles of or technically intro to engineering, um principles of uh teaching, you know. So we have different pathways that they could choose to try to to fill those electives and we would still encourage them to to complete that concentrator. Um and then the next seal is that employment seal. So you can see here's where it starts to get a little different just by the fact that anything science for example right in biology if you're going college if you want the enrollment seal you have to have chemistry uh if you're going the employment seal you have to have biology and then things change you have ICP you could have an animal science you know within egg you

034could do something in engineering so just a lot of a lot more flexibility with the employment seal again math can look quite different they just need algebra and then you know would they take geometry they go on to take business math or technical math how are they going to fill that the other two math requirements so uh it does look a little bit different workbased learning would would be a part of that to get that seal they have to complete 150 hours that can be throughout all of high school so it's not just like junior or senior year um if they do summer jobs any of that they can start counting hours seals um yeah and then completing the the concentrator like we mentioned. Um >> my question's up there. >> So the 50 credits,

035can you graduate at 50 credits? >> Yeah. So I mean we have you know 48 if you look at the 16 times the three it's going to give you 48 but we al also have opportunities for students to earn a credit. Um sometimes a jazz band for example comes to mind or they could take an extra online course throughout their junior year. Maybe they just take an elective online and it it gets them to that 50. So >> Three years. Yeah. But that wouldn't be college prep, >> correct? >> I mean, it it could it's going to be a little >> harder to get >> to get all those core classes. Um, but we do have some students that have graduated in three years um with with with going to college as well, just doing

036a lot of extra course work on their own. Um, >> and I will say there's obviously going to be a financial impact to that. And uh and and again I I you know the the state does offer a small incentive for early graduation. Um >> not the same as them being here. >> Not the same as them being there. And again I we want kids we don't prepare kids for whatever they we need to prepare them for. But I think that's that's one of the the concerns that I have if kids are really ready to go out in the world at that age. And I don't know. I mean that just worries me. >> That that's those are my concerns when I when I look at this. I mean >> I mean right if they

037have a family business or they know what they want to do or whatever but >> yeah I mean at 17 to >> I will say from Mr. Leech and I have gone to a couple workshops conferences and I I do feel like there is the push to get kids out. Um to be honest that's just that's the feeling I get. It's just that let's let's narrow this down and the kid that doesn't want to be in school, let's get them out and get them to the workforce, you know? Um, so that this would do it. And we're also battling the seniors right now that they they're done with school, right? They need a government class. They need another English credit. They that's about all they need. So to get them to come to school on

038a regular basis is it's not fun. I know Mr. Light, >> we don't let them just come for the one or two classes they need. You're either here or And I know that's ebed and flowed through our years in education, right? Absolutely. >> I remember being a freshman in high school and the seniors would roll in for a class and leave and come back. That went away before I became a senior. So a lot of those kids like M said are in workbased learning. They're only here half day anyway. >> Sometimes those half days turn into days that they're not here. Um so so this is something that you know for the kid that really doesn't want to be here, try to make them stay, you know, and and when there's not what they see

039as valuable things, we could see it valable, but they disagree. So, so that's something I think to consider and and maybe develop a stance on what what we want with that. I think the financial incentive is 1,500. >> Yes. >> And again, I just think we just need to take a good look and make sure if we do have kids that want to graduate, >> how how we're setting them up to successful, that's I think that's the biggest challenge that we have. And uh but it's it's definitely a new one up front >> because truthfully you could have almost you could have a student who's 16 being done with school, right? >> Could I'm just trying to think Ben was 17 done as a senior. So >> Right. Yeah. If they're young, you know, you

040be pretty much >> see. So So yeah. Um that's that one. And then just the last seal is the uh enlistment uh service seal. This is primarily I mean you have three options pretty much when you graduate high school right enroll in college uh get a job at employment or enlist um in service and so um this one is kind of geared toward that but right now the um as a junior or senior is when it's required that they take the public service course it's just a one semester course but we don't have anyone licensed to teach it um so Indian online is currently offering that as a as a a course um I know Hines has talked about uh using some of their personnel, their service personnel to um to be able to teach

041that. So, I know that's in in talks. Um but here's kind of what it would look like similar to that employment as far as like less or more choices, I guess. Um more flexibility with the math and the science and such. Um and then they do have to score 31 or higher on the ASVAB. Uh they have an attendance goal there. uh basically can't have more than or need one school at least one school a year with three or less unexcused absences believe is that one and then they have to have a mentorship so uh that's kind of is that someone how do we ensure consistent mentorship experience with the military personnel and or public safety officials um you know I've tried working with our fire department police department and they're they're great but if

042they're short staffed they can't take on you know a 17-year-old 18-y old kid to to job shadow or to intern when they're already trying to catch up their regular their regular staff. So >> the other side of that too is a lot of times their liability insurance will not cover someone who's 17, >> right? >> Um they have to be 18 >> and this is another complicated thing that been thrown at us that we have to try to maneuver and and again I I would understand why the fire department or the police department would be reluctant to you know have somebody younger than 18. I mean >> so there's just a lot of challenges. We just have there just a lot to figure out and uh so those are the three those are the main

043ones and there's always the joke but wait there's more. Um that's the honors seal plus uh that's just that extra layer I guess. Um so as you can see with the enrollment seal it would be all those things mentioned previously but then they have to have that credential value. Um right now we have about five students in the current senior class that would be eligible for an honors plus seal because they're going to get the Indiana college core which is that block of 30 credits um from primarily IUK our partnership but they could also come through AP classes uh IvyTech credits uh but it's your core general general classes basically your first year college um you know so we would have that they've completed at least 75 hours of work-based learning and then they've demonstrated

044the skill and communication collaboration and work ethic so you know that one is probably doable But again, the Indiana College 4, we're looking at, you know, maybe 5% of our class getting that. Um, and then if we look at employment, kind of that same thing. You're looking at 650 hours as opposed to 150 hours. Uh, that market driven credential. Um, some of the points that they've assigned to some of these credentials are interesting. Uh, I won't get into all that, but I don't I don't know how how many we're going to get to to meet that criteria. And then kind of same thing with the ultimate seal. We're already having some trouble with the regular one. So to go to the plus higher score in the asbad, but we still have to have that mentorship

045and such. Um so I think that pretty much sums it up. And then yeah, just a funny funny picture of of Homer here. And it's kind of what I feel like. So um try to not to bore you too much and try to give you the overview. We are going to be facing decisions. I know departments one thing to bring up is if we are shifting here you know what about textbooks what about curricular material um and that would never guys would have to decide on how we're going to try to fund those if we need to switch a science course um if we're switching a math course for example try to offer those um questions with the um enrollment honors plus seal there was like a thing at one point where there was guaranteed

046enrollment to like certain universities. Is that still accurate or are we still figuring that out? >> Yep, it is. And so, um, >> yes, it is. Uh, I will say those students who are going to get that, >> they were going to get in anyway. So, while it's it is nice, you know, that you could say that >> it's can be a little misleading or a student that wants to go to Purdue in engineering. Yes. It doesn't guarantee admission into the college of engineering, right? they get into Purdue, but they may not get into engineering or they might get into IU. It's not the Kelly School of Business. So, again, can be a bit misleading when you just hear it on the news and and they say that it's great. They can get into Indiana

047University if they have that, but they would have anyways. Yes. >> But the nice part about it is uh you know, again, there's a little there's a requirement the universities have to take the dual credit. Now, it doesn't necessarily mean they have to take a dual credit in the area that they've received it, >> but that was kind of that compromise. If you remember when they were rolling this out, um the president of Purdue >> really got involved >> and that's what created the seals um and they tried to beef up, you know, the diplomas and um and again, I mean, I think that uh I think there are some advantages to what happened with that. I think they actually made it better. Um so that was a good thing. Um but uh but again

048like you're saying I mean it's not like saying you're automatically going to be in the school of engineering. I mean but you know you may you may be you know accepted to Purdue but yeah. >> Yeah. >> Yes. So we try to emphasize that with parents as well because they just hear that part my kids get this and do it which to an extent is true but could be a little bit >> um with so my understanding is then we might have to be offering additional classes than what we offer now. >> Do we have any idea >> a number or how many we think that we're increasing by? This is literally building the plane, guys. >> Okay. So, I mean, we'd like to offer this class. It would just depend on do we have

049enough students and >> correct? This year's freshman. >> Yes, >> this year's freshman. >> But they didn't really >> Yeah, they did till March when the scheduling is >> essentially done. Um, so again, that's why we did keep everyone freshman basically >> and they put aside money if we have to change curriculum, right? >> I'm sure I'm sure they do. >> Big money. >> Okay. I figured >> I know how things work. >> So that's that's the worry too. Do away with ICP for example, >> right? >> I'm not saying that's Yeah. But >> what we replacing it with the textbooks to do that >> to offer something different. And then could you get divided between like 50% of students want ICP and 50% want the other and being able to offer it? >> Sure.

050>> Okay. Thank you. >> I just have two quick questions because I know I eat about Perry all the time when she saw my mouth and she's like, "Oh my god." But the scholarship stuff's really complicated. But anyway, um so the two things I worry about, we graduate a kid in three years and they go to the workforce and uh it isn't all that it's cracked up to be and they want to go to IUPUI or whatever it's called now or IUK or whatever. Uh did does that three-year degree does that fit the admissions criteria for them or would they have to get additional >> if they changed their mind? >> Correct. They they could if they if they went the employment route, you know, if they went that employment route and let's say didn't

051take algebra 2, for example, >> IUK, IU Indie, they're going to want minimum algebra 2. >> Um I Bloomington or Purdue is going to want pre-calculus or so. Um if they didn't do that, then yes, they may have to do like an IvyTech and kind of bridge that gap a little bit before I would take them. It seems like colleges would have to be making accommodations because they're going to lose students, you know, to say we can get more. >> That's kind of the my question was I I think we're s and I'm sure you do this like I'm not insinuating you don't, but we're sitting down with kids and saying if you change your mind in three years there's these other hoops you have to jump through, >> right? Um, and so that's a

052little um, you know, >> yeah, >> I not say disconcerting, but I think it's something we need to be aware of uh, for kids that want to say they they want to graduate in three years, right? And then the the most fr one of the most frustrating parts of this job is the unfunded mandates. So they change all these things. So my question to you is now you're tracking down internships and you're keeping track of kids and you were doing all these things last year with now you're doing more with the same amount of people. Are we staffed properly to do what I mean? I know you could always use more people, right? But like >> are we redline in your department as far as doing this well uh for for the students? >> I

053think it's going to be taxing. Yeah. I joke that when we go to the career fair tomorrow, I might be looking for a new job. So, >> no, I mean, it's a question because we get hundreds of laws over the two years we've been here and nobody pays us to implement those or do that. So, my concern is is that we're burning out really good people >> trying to keep up with this shifting sand. And so it's something we would probably need to look at as we go into staffing discussions and things of that nature for subsequent years to make sure even a part-time person to help you with >> something, right? Like I pick up your laundry or something, whatever. But but it seems to me like we're running really lean >> um to

054get kids that one-on-one uh counseling that I think they need if they're making these kind of decisions, right? and and the tracking is terrible. I mean, it's been bad enough trying to get the box one, box two, box three, and now you're saying, "Okay, does this >> does this science count class count for which seal does it count towards? And how do you track all these hours?" And again, a kid changes their mind. Now they're on this seal. So, >> I'm not overly excited, but I I will say if I I did ask teachers, you know, for example, if um if they within the business department, let's just use that, if they have some kids that are doing workbased learning and they're they're completing that concentrator through them, would they be willing to take on

055some of those students then and they're kind of there are kids, right? They're kind of in the counseling, but these are your kids. You're really taking these 15 that are business kids and you're tracking their hours. you're checking that this employment seal or this enrollment seal, whichever one kind of an extra set of eyes. >> Okay. >> Um I don't want to put more on the teachers, but if if >> they're scheduled then would allow for that. >> Yeah. >> Then maybe that's where we could use a little more reinforcement from those people. So >> I think JAG helps a little bit as far as the work base, >> right? But again, I agree with you, Ron, making this such a big >> such a big thing to manage. I mean, it's a lot counselors.

056>> Well, what we don't want to do is take an unfunded mandate and take it out of the counseling department, give it to the teachers because it's still unfunded, right? So, what I'm trying to figure out is how do if we ask them to do something extra, they should be renumerated for that, etc., right? And if we're asking you to do more, we need to make sure you're properly taking care of it that your staff is is correct and that kind of thing. So, just something for next year we're going to have to lean into is to make sure we're balanced in that department because this is, you know, coming to us. Yeah. >> Uh it's not something we're doing, but we need to respond to it. So, >> Okay. Thank you. No more questions.

057All my all my uh scholarships are in, so you won't be hearing from me again. >> That's great. I will say though, like one added thing as like freshman, like I have a freshman going through this and Carrie and Telicia both did a phenomenal job like being very transparent. Like we only know what we know and it's very little and we're doing our best and we're going to continue to help navigate. Like they did a phenomenal job of like laying it all out as plainly as they possibly could and thank you for that. >> Thanks K. >> Okay. Yes. Thank you. >> Dog next time, right? >> Yeah, dog. >> Yeah, next time. Next time, Indie. >> Okay. Thank you. Lots of uh lots of fun information there and uh lots of uh lots of

058things that we're still going to have to figure out, but we'll get there. I promise. Okay. Um so, just going to let you know on the re-roofing project, we're nearing the completion of the academic wing. Um if if we hadn't had this little cold snap, it probably wouldn't have been done. Uh but they've not been able to get a whole lot of work done this week since it snowed and cold and some we had some rain late in late last week. Uh so that's a little bit uh behind. Uh auditorium will will start probably will most likely start by the end of the month. So, um, now these are the different they've got, um, the main line of the auditorium that kind of follows the same roof line as the academic wing. That is done.

059Now, we're getting into the multiple roofs that are part of the auditorium. So, that one is going to be very slow because there's a lot of uh a lot of seams, a lot of uh a lot of work up against the brick walls, some different things like that. So, that one's going to be a slow process. Um and then um once they have the auditorium done, then they'll do the vocational wing. And so they're hoping to be able to get to that. Again, this is all weather permitting, you know, February or March. So, um so we're kind of into the slow season on the roofing and we also don't want them to be up there and get hurt and uh and so and we also want to make sure that it's not a big rainstorm

060or snowstorm while we're replacing roofs. So that tends to defeat the purpose. Um so chiller uh chiller is set. Um we are waiting for uh as as you know may know um we have um we have graphics and technology that we use to operate our chillers and our all of our HVAC system. And so we just have to wait for that update to happen. So then Dan would be able to do his magic from home if he needed to. So, like for instance, if it's cold in here, I would I would send him a text and say, "Hey, can you, you know, take up the thermostat a few notches?" And he does that. >> And so, we're waiting for that to happen with this chiller, but other than that, uh, it's pretty much ready to

061roll. Um, the uh, we have I think it it it went as smooth as possible. Um, luckily, as soon as we got it in, didn't need it, but that's okay, too. um kind of gives us an opportunity to make sure everything's set and ready to roll. So, uh so anyway, that's moving together, moving along fairly well and uh so a good thing um all the way through. We had a little bit of discussion uh last month in in our executive session just about um athletic foundation and uh so essentially uh what we're looking at is the establishment of a Typton Blue Devil athletics foundation. uh we would have a board of directors that are part of that. It cannot be the superintendent or any board members. Um that it has to even though it is

062part of us, it has to be separate as far as the governing uh side of it. And again, just to kind of we have about $1,500 in in fees that it will cost uh through Churchill and Antrum to kind of get all the paperwork rolling. that includes applying for the 501c3 um and all of those types of of opportunities. Uh again, the purpose u of the foundation will be kind of that independent nonprofit organization and really the sole purpose is to provide uh financial support for the Tiffen Athletics program. Uh I know that Colin and Craig, were you a part of that meeting with the boosters? Yeah. And he's met with all the boosters, kind of explained this. Um there have been some questions but uh they feel like it's been favorable. Um so they

063feel like that there's not uh this is a a smart thing to do. It's probably something um that is really going to make us um better in the future just to kind of think of things in in this way. Um and we will have a great benefit um at the school to have a 501c3 opportunity in order for us to do uh our checks. Um people are donating. we can run it through that that way they can get all the tax credits they they uh they want and need and it's just a good a good thing all the way through and I would we've took advantage of the change in in leadership in the athletic department. this is a best practice across athletic departments now freeing up our CFO from having to be in in

064the weeds on a lot of this stuff and and giving um independent governance and oversight to some of these these functions so it doesn't always fall you know on on us. So I'm really excited about this because there's it opens up the a lot of funding opportunities for our athletics that we've been closed off to prior to that. So >> I think it's good idea. I agree. It it doesn't take any board action. Um just basically informing you that this is what we're moving forward with. Um once everything is established, then um we'll I'll present that information to you. And uh so basically what we have to have to get things rolling is just um we have to have three three members of of the board of directors that we give to um church and

065then with with and then whatever we're going to call it. So, um I just put Tipton Blue Devil Athletics Foundation, but if someone else has a better name, I'm okay with that, too. Um we, uh um but we can um again, we can get this rolling pretty quick. It does not take a whole lot of time to get um all of the bylaws and everything written. He guy that does this does this for a lot of uh different organizations throughout the state. U the time what will take the the most amount of time is the 501c3. It just it's just a bureaucracy thing uh for that to go through but once it's done it's done. So uh we'll keep you posted on that and keep that moving forward. >> Well is oh is there anyone

066outside of athletics that's included in that? Like I think of like a band of boosters. Do they fall under that as well? >> Um to specifically we would be looking at just athletics. Um, not to say that you couldn't add them at later if that was a desire. Um, but I think right now we just need to get rolling for athletics. We need to expand it. We can expand it at that point. I don't think that's an altogether bad idea. Um, again, it's uh I think I I just I feel better if we just got it going. >> Yeah, of course. I just was curious to know where that like who that >> Okay, you've all been waiting for it. I can tell you're all excited. Okay. Uh got if you've had a chance um

067I did put this in the agenda a couple weeks ago. Uh just kind of a little talking a little bit about our our net assessed value uh evaluation. And uh so if anybody comes up and says, "Hey, can you tell me something about this SEA1?" This is your slide, okay? It pretty much has everything that is going on with SEA1. Um, and uh, honestly, um, it's a, you know, one pager. You can pretty much clearly clearly tell. So, again, we're going from an increase of 37% of the assessed value and we're phasing in to 67% of the of of the assessed value. That will be the homestead deduction. So, the homestead deduction continues to increase. The um the 2% tax cap plus um again as you're that is we're talking about apartments, long-term care facilities,

068agriculture. Um so, they're going to phase into uh a 33% uh uh deduction. And uh my favorite one is the dimminimous. I love that word. Uh dimminimous um business personal property exemption. This is the one that I believe is the big question mark for us because this is really some uncharted territory in in our in in our taxing system. Um, so this this could have they have an idea of what they think will happen. I have a feeling that this could be a little bit worse for us than than what even policy analytics is anticipating. I hope I'm wrong. Um, >> is that because of farm equipment? >> Yeah. >> And how expensive it is. >> Yeah. And how long it could depreciate it out and >> Yeah. Right. So, it's we'll see. Maybe it

069won't happen. I mean, I don't blame people for taking advantage of it. That's not that's not what I'm saying. But we just have to kind of wait and see how all that shakes out. And uh and then the elimination of the deductions. Again, this is kind of one of the things that is really, you know, hitting us particularly with lit and some of those other areas that are are going away. So um just to kind of show a little bit of you know kind of our tax base uh comparison. So obviously we have two incorporated parts of that are in our school district that of the city of Typton and at Elwood. Um as you can see the tax rate in those specific are in those specific areas is pretty high. The unincorporated is is

070fairly low. I'm sorry we do have three. My fault. Kemp is also is the third. So again, the three highest are the are the incorporated areas uh within our school district. Um so it just kind of shows you, you know, kind of where the rate is and then where the school falls uh in all of those rates. So the 85 cents is where we are and then what else they have that is um that they use to collect additional additional property tax revenue. So, one of the things that's great about policy analytics is the fact that we get a a we get all of our taxing data down to the parcel. That doesn't happen with just anybody. So, they have a very complicated formula they use to figure some of this out, but most of

071it is just a good relationship with our people at the courthouse and working with them and trying to uh get as much information as possible. So, as we're looking at this, about 27% of the parcels in our school district are at the circuit breaker cap. So, that means they're at the one, two, or 3%. Okay, that's not that's actually not a bad number. Um the other thing that we want to consider with this is the fact that um our median um homestead assessed value continues to move up which means that the houses that we have in our area are continuing to uh to appreciate which is what we want to have happen. And um so there it kind of gives you an idea here on the second circled area. So people that are at the

0721%, you know, as far as the number of the the number of parcels here that are at the caps, okay? And just kind of gives you a general idea of where that is. So this is mostly going to be farmland and and some of the other categories that we've talked about. This is pretty much going to be your residential. Okay? And this is going to be more of business like commercial like you know FCA would have been one of those. So okay. So we have the the gross assessed value and then we have the net assessed value which again is taking away all of those deductions and then we have the net assessed value without tiff increment. Okay. So when push comes to shove, when we're monitoring our assessed value, when we're looking at our

073assessed value, we are using this number of um 893 million. Okay? And but the gross is here. So people will say, well, yeah, but you got blah blah blah blah blah blah blah blah. Well, no, we base everything on the net. That's how we determine our rates. That's how we determine the dollars that we get. and we take out all this other money and until until we and that then that's how we utilize our tax our our tax base or our tax dollars. So, um just kind of taking a look at the gross assessed value, you'll notice there are two areas where it's gone down. Um agriculture, that has more to do with how how agriculture is calculated uh currently with the with the new assessment. And then the the 16 is FCA. So that

074is the loss of that factory. So um so neither one of those are a surprise. It's just information. >> Will the FCA go up when that's up and running? If >> potentially if it goes >> because it's still a tiff, right? So it's still is that a tiff? >> It it it's still tiff, but it would still it would still have a a positive rating on the grow. It's not going to >> Yeah, >> it's limited >> because we're talking gross assessed. So, it's going to have it'll we won't get that. But yes, the gross assessed value could go up unless things change. Um, so in general, the gross assessed value outlook. Um, so essentially what they're looking at and they just do a great job of trying to project this out and they're always

075very conservative. Um there's another company in the state that it it was not policy analytics. There's another company that's in trouble because uh they they are trying to present the same kind of information but it's it looks a lot worse and some municipalities and others have been talking about what they see and then they found out there was a big error in their information. So now they're fixing that. But anyway, we don't have that company so we're good. Um but uh but anyway, what they're projecting out is, you know, a residential uh gross assessed value increase of 3.8%. And then um really looking at an annual change of 2.5%. So we are in good shape because it's actually positive growth. I mean overall uh when we take a look at the next slide, it doesn't

076look as positive. Now you're talking the gross and we're talking the net. Okay, so over the next five years, we can expect our net assessed value to drop 3.4%. And that is essentially because of the different credits that are coming on uh the different the the different ways of assessing all these things are having an impact on on our net assessed value. Okay. So it you know again one of the reasons why we're having the discussions that we're having is because of this. So if this if the net assessed valuation is reducing that reduces the number of dollars that we can uh recoup from from our um taxing units. The other side of that is and this is just another graph that shows the the bigger hits and how that is going to work. Um

077>> Ryan, what what are they using for their assumption of values going up of property and farmland? Because if they don't continue to go up, >> it could never get used to be a real big problem. >> It it could be worse. And that's and they're trying to they're trying to use historical data over the last 10 years. If it go if everything starts going south, this will all change. And let's hope it doesn't. But you know, there's was about 15 years ago. >> Yeah, I remember. I remember there was a big reset on everything and >> that would that would really throw these numbers off. >> That would be devastating. >> Yeah. For us, that would be devastating. >> I'm just making sure I'm following along. Those are all just based on >> this

078is based on the trends in the last 10 years. >> Yes. And I think it's important to remember that we we take the students and our daily attendance, all that. But set that aside. This is the money that we need to operate the school, right? It's not our debt service. It's not any of that. >> Um, but when you see our all the costs around us going up, but that net assessed value dropping down, that's the that's the panic or the tri the trigger, right? um is that energy continues to go up, those types of things, but our the funding for those things is is dropping off especially into 2030 oh until 2031. So, >> and and then 2031 is their reset. So, we start to see some growth uh in 2031. And again, this

079is just based on historical data. It could be different, could be better, could be worse, just depending on how it rolls. And that I mean, honestly, that's the big thing. the the projection is the big question mark. You know, how how do we project out the next few years? Who knows what's going to happen. Um, so basically I I like this chart. It's probably my favorite one in the whole not not the fact that we're losing money, but it is kind it does kind of show you where where the hits are happening. Okay, so this dark blue um this is the current circuit breaker. Okay. And then the what they're calling are the unfunded credits um and they have unfunded credits for operations and unfunded credits for debt service. Now, let me give you this

080disclaimer. Um there is about a 90% chance the legislature will get together um here in the next session and all of that hit will come to the operations because if that hit happens to our debt service, we're all going to default on our loans because we will we will not be able to pay our payments. They're not going to let us do that obviously. Um, but they will be able to they so all of this will shift to operations in all likelihood. So, as we're looking through here and we're looking at the money that, you know, potentially uh that we could lose, we're looking at 1.5 for the next 10 years. Now, 1.5 million. Now, that could be could be better, could be worse. There are some school districts out there that are in far

081worse shape than us. Um so it could be it could be worse um than what this looks like, but uh it also could be better. So um hopefully, you know, one of the remedies will be some some tinkering. I don't think they're going to do a whole lot of that in this short session. And everybody who seems to know the legislature pretty well says it's probably not going to happen in this session. Um but uh I would say the 27 session could be another one where they do some major overhauls. So we'll see. Um lots of things flying around out there. Um but what I what I can tell you is and and historically what they've never done is there's never been a complete replacement. So we will still stand to lose something. I I

082mean that's just not been the way they've operated in the past, but it might be better. This looks so one of the things that we I want to talk to you guys about is a little bit kind of a change in philosophy. Um so we have always and schools have been doing this really for the last 20 years. We have been so based on tax rate. So everything we talk about is tax rate. Uh we want to stay we want to stay under you know 40 cents. We want to stay you know we you know we we're going to increase the rate 3 cents. Well we are going to have to change our philosophy more to a levy based concept. So more of our discussions are going to be about the levy. So the levy

083would be the amount of dollars we have coming in. So, um, if we in the next few years as we're talking about budgeting and as we're talking about, uh, setting up our budgets, um, more of it is going to be just based on the dollars that we need in our budget versus the rate we need to keep. So, that's going to be a change in our part. Um, and I'll show you why that's important. So if basically if we stay with a so this slide just more or less says everybody's everybody's rates are going to go up because the assessed valuation is going to go down. So without issuing any further debt our rates will go up okay in debt service and in our operations. So instead of, you know, keeping ours at a sub

084$1 rate, the likelihood that it's going to go a little bit over a dollar is pretty high. Okay. Um so and but when we look at it right now and we're looking at the full operations and debt service budget, uh what the rates are currently on average throughout the state is a$12. uh they're anticipating that will go up to $137 um statewide average and again that's with the idea of not issuing any further debt that's maintaining everything as status quo. So, long story short, because I I can tell that this is a lot of information. I apologize. Long story short, we will tend to gain more revenue if we m if we go to more of a ratebased philosophy versus I mean more of a levy based philosophy versus a rate based philosophy. So, you're

085going to hear us talk more about that. So, the levy is going to be the most important thing. Okay, this is what we have to levy in order to pay the bills and and what do we do to get there? Okay, and uh our bills are going to go up. Um it's not going to be a constant figure. So, but that is the way that we are going to have to manage things in order for us to to stay, you know, to stay liquid in our in our funding. I mean, that's just really the only way that we can do that. So as we're moving forward, that's just a concept that we have to we have to think about. Um this is just some basic uh this is just showing some basic trend on the

086the assessed valuation of farmland um and where that's going to be uh capped. It um it does go up to uh at in in 2030 and then goes back to down to uh two uh 2,340. Um which, you know, that's some pretty cheap farmland. I mean, that probably can't buy that for buy an acre for for $2,000. But, uh anyway, uh that just kind of gives you an idea of how farmland is assessed and how that's going to um how that's going to move forward here over the next few years. And and then uh so this is the fixed rate levy. Look at the number down here, the 2316. That's the hit that we take. 2516. If we do like a 2% uh levy growth concept. Um if we do a step levy, it's a

08723 uh the impact will be 23.4% and 16% to debt for an overall 16% and then specified debt which again provides the least amount of impact to us. So 22% is what we would lose versus the 23 and 24 with the other scenarios. But overall um unfunded credits would be about 16%. So 15%. So that would be where we are hit with um all of the circuit breaker, all the homestead credits, all the different ideas um as far as um as far as that funding clear as mud. Okay. Anyway, hopefully it didn't confuse you more. Do not my intent. Um, hey, we have some upcoming events going on, though. Let's talk about some happy things. Um, so we do have the tip off at the Inferno. That's on the uh on the 19th uh Thanksgiving

088break. And then as we get into the Christmas season, we start with the uh um the the choir and their Christmas concert on December the 8th. So, um and then we have our meeting and then there's a whole bunch of them after that. So, uh I'll share that with you after, you know, after the December meeting. And in November, there's a junior mermaid swimming. >> There is. I did not put the CTC, but that is an awesome >> talk about that later. >> That's an awesome That's an awesome >> uh then approval of the course offerings. We talked a little bit about that. We're going to have to make some suggestions about course offerings and uh and then some interview budget items and then yay January reorganization. So that's going to be coming up in

089the future as well. Now I'm going to shut up so Scott can talk. >> Is there any opportunity to to partner on these new ource offerings and like get with Tri Central, get with Lwood, try and figure out if we offer this, can you I mean is there any economy of scale here? >> I I think that there is and I think particularly when you were talking about like a career counselor, which is kind of what we need >> that would be the perfect opportunity share. We probably don't need a full-time one. >> But we certainly could use a part-time that I could share with some other schools. >> And uh I think those are the things we have to consider. >> Okay. >> I do. And uh as far as um you know the

090mentoring with the cement side, I think that's a matter of maybe reaching out to recruiters offices and just kind of see what the opportunities are. maybe getting a retired um military person to come in and do some of that work. Again, part of it is just really having to think outside the box. >> And no, but I I would totally I think those are things we have to there be uh a requirement certification education for that person or not. >> Um we would probably be able to do be able to do workplace specialist licensing for them. So, if they're retired from military, they would be they would fit all the requirements for a workplace specialist. Um, also, uh, for the career counselor, typically they're not always they are not always school counselor trained. Yeah. So,

091we may have to look at at some different credentiing for them as well, but they would probably fit under the workplace specialist. >> Um, preferably, I would love to find a retired. Um, I'm trying to relinquish this. A retired counselor. There you go. A retired counselor that would be willing to come in and some work in that area potentially. Um, so again, I think we have to think outside the box on on some of this. And uh, and again, I wish we I wish we had a bottomless bit of money to pay them, >> but uh, >> yeah, you covered that. >> Exactly. Exactly. But it just makes it more challenging. All right. God really set up for success tonight. Uh being the last one present at 7:45. So I will I know you guys

092talk. So I will be as sync as possible. So this is just uh my uh quarter one data report. Uh it's going to focus primarily on attendance uh particularly how we're preparing for last year and then learn checkpoint number one pop up the math and ELA results from that. Um so again just real quick our attendance goal at the beginning of 2425 school year we established the following 10 school 80% of all CCS students would be in attendance for at least 94% of the school year. Um so that is the goal we've set for ourselves. Uh this is a visual representation of that goal and where we currently are at and our growth over the last years. So again let's just look at quarter from each of the last three years include this year we've

093gone from 73 and a half% 74% now we're up uh close to 78% again uh it's consistent growth as a district that's my big takeaway very encouraging again really reinforces the fact that all the work that we're going with all the different policies all the different procedures they are making they are making a difference um if you want to see specifically I know it's really small uh if you are watching on YouTube with our live stream actually L these presentations so you don't have to pretend that you're seeing what I'm talking about. You can actually pull this up on our website. Uh but you have it broken down by building. Uh you can see again this is broken down by order by building. Top left is the elementary. Uh they fell just around 77.36%. So

094just below that that district goal. Our middle school uh this year for the first time was above that in the first quarter over 80 uh 83% there. Uh and then high school we've actually seen a bit of a drop. over the last couple years and we have conversations with each of our administrators and each Dr. Glaz and I we have conversations about their academic year about their intensity about their discipline. We look at the numbers, we try to make decisions and make adjustments based on what the data is telling us. And so this is always a big top conversation. Uh obviously huge celebrations from our elementary middle school. And then naturally we have those questions. Okay, what's going on in high school? Let's go the opposite direction too. Um and so we had that conversation.

095We talked about what are the different things that our high school is doing. Um Carrie explained a little bit earlier. You know, sometimes you run into some challenges when your seniors already have enough credit to graduate. All of a sudden, the thrive to come to school every single day, particularly start, it's a little bit harder to do that. And I'll tell you, just breaking down by grade level attendance for that high school. Our our junior class is actually doing pretty well. It's at 77 and a half% for our junior class. That is our largest class at 138. Uh sophomore class is at 75% that goal, 94% attendance. um our freshman class are down at 70 and8%. So again, there's a bit of a drop there for our freshman class which is again fairly concerned. We're

096going to have those kids for the next four years. And so having them start off their high school career at such a rate that is a primary focus of of our team. Um and then again our seniors at seven just over 7% as well. Again, you're running that senior, you want to do what K's talking about with how do we how do we motivate kids to come to school. Um, those are things that we are still working through and the challenges we face. Again, uh, we've had really great success in the past, recent past with our high school attendants. Uh, and I can assure you this is not a lack of effort. Um, this is something that I know Mr. Lighta and Mr. Leech uh, have regular conversations about. They share those with us. Um

097when the state takes away some tools that we have uh we have to try to come up with some new tools on the fly. Uh we have had some uh really good conversations uh with prosecutor's office um for some of our extreme cases. That is a really huge step in the right direction. Again like I said we have certain tools take away from us. We have to reach out to some community partners make sure that J said again try to get kids in school as much as possible. So u real quick I could like I said with graphs you could spend all day on these. This is again just a visual representation of the first quarter 2024 25 on the top and then this year 256 on the bottom. Um thing I want you to

098take away from this graph is what you're looking for in this graph is you want it to be low and you want it to be flat. Low means that you have really good attendance rate. Flat means you have very consistent attendance. you have a bumpy graph that's up and up and down that means you have a lot of kids missing and you have kids who are in and out in and out so low and flat is what we're looking for here what I find particularly interesting is when I change it to this and you look at that big bump in 2425 compared to where we are in 2526 that relates specifically to fall break I will tell you last year over the entire year the two worst days of attendance at community schools was those

099two days before fall break the decision last year for this He had a full week at ball. So glad we eliminated that. Guess what? It works. If I when I showed you that first graph on the last line, you couldn't have told me where. Now, now that I've pointed out the difference that you see when it was the day before break started, which was Friday, and the day we came back, which were Monday, that falls pretty much in line with everything else. Like I said, it's low and it's flat. That is exactly I think that's again just another piece of evidence that demonstrates how great that we are doing again nowhere near perfect. We still have plenty of ways to improve. Eric, do you have any questions for me? >> I did I didn't pull

100up on >> Keep going. I have a question. >> Costumes. >> I did authentic. Well, you know how I stand on running out of candy at the end of the break. We'll talk about that later. >> These are things. Uh, so that is attendance. U if you have questions, write them down. I'll come back to them because I know uh um island checkpoint one. So again, u taking a look at this the island checkpoint are is a short state designed assessment that measures how well students are progressing towards those Indiana academic standards before they have that summitative In April, we have three checkpoints, one in fall, the winter, with spring, and the summit in at the end of the year. Um, again, just a few important notes before we dive into the data. Again, this

101is our first run of the island checkpoints. It wasn't required for this year. It's required. Every school in the state, every school in the state um is administering it this year. Uh it uh the checkpoints assess roughly three to seven standards depend on the grade, depending on the subject. Um again some of them in middle school a lot more of them are essential standards the elementary few standards are ones that students have to know that successful not just within the year but also in future years as well um and then to that point I want to emphasize that these results are very much nonpunitive while you're going to see results all over the place in some of these cases there is no accountability necessarily for this this is all strictlyformational for the school for the

102students to see roughly progressing so far. There is still plenty of time for your Again, keeping that in mind. Um, we'll take a look. I'll let you I'm going to read the graph to you. Um, but I'll give you a few minutes while I kind of go through what this is supposed to be assessing. So, in the elementary students should move from decoding words to comprehending and analyzing complete ideas. Uh, almost all the standards are assessed in checkpoint one are based in reading comprehension. Students should be able to read with accuracy, fluency, and purpose while beginning to think critically about what they read. By the end of fifth grade, students should be able to read fluently, summarize accurately, and explain how meaning is built within and across texts. In grades six to eight, students should

103shift from understanding what a text says to an analying how and why it conveys meaning. Uh we call this shift from learning to read to learn. they should uh build independence in evaluating evidence structure and perspective across diverse text. That's really the idea behind these. Again, what you see is in our elementary grade level on each of those green and blue representing the yellow and red below. When I look at map again, we see a similar story here. And you can uh see the state averages. You can see how our our schools did our grade level did. Again, in elementary students deepen their understanding of whole numbers, develop fluency with four operations and begin exploring fractions, measurement, and early algebraic thinking. The emphasis is conceptual understanding, procedural fluency, and applying uh to real world. Um

104in the middle school, students transition from concrete arithmetic to abstract mathematical reason. That's typically where you see a drop from fifth grade to sixth grade. You're going from those counting skills, those concrete mathematics skills, more abstract thoughts, more algebraic thinking. So you'll see that across the state there's always this little drop. We can talk more about why there's a drop see right there uh for this particular standard, this particular grade level, but again uh the focus here is to explore rational numbers, ratios, rates. Maybe haven't explained tax Fantastic. Yes, we could all we will benefit from that. That's the kind of process that stands particular my analysis from all this. So this is where I'm going to worry for a second. Um first off this is all formative data which means it's intended to provide

105insight for our staff to make adjustments and improve teaching and learning. It's just a snapshot of where students are at today. It gives us uh direction of where we need to go in the future. While this is just a form of assessment, the checkpoint highlights some clear opportunities for improvement both in math and ALA for all grade levels, especially our middle school. Our elementary ELA scores are meeting state averages, but we know that with curriculum adoptions, there's always an implementation dip related to achievement. Elementary is actually using this data to identify standards in need of remediation. That data will drive that elementary intervention. Again, elementary also recently The funny thing I had conversation with our reading specialist this morning. The funny thing about state recommended curriculum is that curriculum it doesn't align to standards being

106assessed on assessing students on that. Like I said, when you look at some of this data, it's a huge grain of salt when it's not necessarily aligned to what was spot during that same time. Now, that's not the case in every single subject. What I will say is that you have to be mindful that this data can sometimes lie because again, following what the state tells you that they recommend and you're following that with fidelity, it doesn't align to that same assessments the point, you're going to get some of this kind of data. that I I kind of uh always put out uh so people are aware that be cautious with how you just read data at face value. Uh the elementary again like I said has those four years experience with the math curriculum.

107They can adapt it. They own it. They know how to make it work. That's why our elementary math scores are really strong and like I said kind of the opposite of first year for that curriculum. Finally, how we respond to this data is more important than what the actual results are. Both our elementary and middle school teams again have put in comprehensive breakdown of their buildings data. I really want to compliment uh both the leadership at the middle school elementary for that. Um I know when we got this data back having our quarterly assessment talks uh with building principles um we had a serious conversation about what are these results telling us we clearly not satisfying results what are we doing to get better and so that's why I say you know it's more important

108about how we're going to respond to that our leaders our instruction leaders taking that data giving it to our teachers and using it at our ro day last week the teachers had lots of time I'd say majority of the time last Friday a collaboration specifically for this type of assessment from the elementary middle school. A lot of the feedback which I can share with you guys in one of my updates in the next month uh based off my PD was very positive a lot of feedback about it was incredible to be able to work with as much time as we had our colleagues and we'll go through this data and make legitimate changes to what we're teaching how. So again like I said this data it's easy to kind of get nick like I'm really

109not happy about that I'm thing about this one thing I really want to emphasize is that formative assessment and that our teachers are taking this data seriously and using to make real change. So again, um can't seem to phrase enough of the uh response we've had to this. Um you know, we're also investing uh in both our middle school math team. They recently visited Brownsburg uh which is the school district as highest source on over the last decade basically um and kind of learn how they do things that that makes them separate from the pack. And then like I said, we're also investing pretty heavily in our middle school team to go to a national conference to kind of learn some strategies that can better. So that is my presentation in a nutshell. Got done

110before 8 o'clock. Just again a final note, our next round of iLearn it will be sometime in the winter here uh either December or January. Um it's important to note that checkpoint two measures completely different standards from checkpoint one. So check. It's not a it's with that said, does anyone have any questions about learn? >> Do you happen to correlation between things below proficiency on the I learn and grade? >> Uh that's a great question and I would need to put that data. I don't have it together yet. Uh what I would find interesting about that that would tell us a couple things. I would say one uh and it's actually a conversation we had uh with this metric is is the level of rigor that we are teaching our students matching what they see

111on the assessment. So I think it's exactly what you're getting the grades match what uh the teams and that was a that was the main conversation we had we broke down the data and again kudos to our two teams for doing that. Uh it actually shows our students do really well at the low grade level questions and do fairly well at the approaching level questions, but when you start getting those questions that measure at efficiency or above proficiency, not great. And that to me tells me that we're teaching like the foundational basics, but we are not kind of pushing our kids high expectations. That is the challenge that we put before our teachers at a P day is what do we need to do? What type of questions do we need to ask? resources are

112there. We have them and they were shared by our leadership. What are those changes that need to be made in order to get our kids to that next level? If we don't expose our kids to higher level questions, how can we expect them to ever? So again, that's a great point. I haven't gone through and correlated directly with the grades in >> Oh, that's true. has an A in LA and he has it said he has a 1% chance of being proficient by the year. >> I concerning to me. >> Yes. And I, you know, my wife had the same reaction as she would like explain this to me and I'm like, "Okay, first off, uh, I'm not taking those projections at face value because again, but I would say it goes back to what

113was taught and understand that that is just now what we do is we provide students really Oh, we missed the boat. That's why I staff it really emphasize, hey, this isn't good enough what we're doing. We need to step up. I I see what you're talking about. >> So, parents on our data, what it was kind of predictive, wasn't it? >> Yeah. I And that was kind of a surprise to me. I'm not going to lie. I I don't know if it's me or they're just having great state regarding how that data is going out because they the way it was totally different this year, right? So, we didn't send out the data. We gave contact information and the state sent out the data themselves to parents and then we followed up with, hey, here's

114what's coming. Here's uh as far as it giving a prediction of how students are going to do, that was that was new to me. I had not heard of that. >> Well, and and I I'm just saying >> to give you someone called you >> the very first I need to take a little more time because that >> but what we see on this this is their actual proficiency on >> this on those particular standards or whatever that's the proficiency level students So I think the state is taking that and projecting it out to this based off the results >> and then the final assessment will they check back in on some of the >> Yeah. So the final assessment it will not cover every standard that's assessed it will cover the essential standards. Um

115and it'll cover some of the standards prior. Um it's an adapted test. So again it's important to see very questions. I'll be interested to see I need to do a little more research on if it's going to give different students different standards. I don't think that's the case but I I'll be honest I couldn't tell you for sure not but yeah it's it's a shorter test than what they used to. Um it's last year's I learn assessment but it's longer than check it and also these checkpoints are all questions like whatever English I apologize, >> but but I think it I I do think I just have to question the ability to predict when this is the very first year it's rolled out. I just don't even know how in the world you'd be able

116to make that connection. But >> maybe somebody smarter than >> you have any other questions, feel free to >> All right. Uh, inside your packets were the department reports from um, Adam and and uh, Scott and Stephen and then also from Colin. If you had a chance to review those, uh, the pasta looked very good. Um, I would I would tell you that, Adam. Nice picture. But, uh, if there are any questions, you can follow up with them individually. With that being said, Brooke will move on to the financial report from you. I will be very quick. Um for October, education finished the month with um1,94,39782, operations fund $442,690.97. Debt service a58,2619 and the rainy day fund was restored and now has a balance of $2,3,83341. Um, education revenue for the month was the of

117course basic support grant and three months worth of the lit payments which totaled 47,32674 um sold devices. So the buyback um produced proceeds of 26,265 and then miscellaneous other reimbursements and fees. Interest for the month was 16,74035 and geo bond proceeds were received on October 23rd and both operations rainy day were restored and we have requested an advanced draw should have that by the end of the month from the county. >> Any questions for Brooke? >> All right. The only thing I would add to that is if you look at that lit tax payment that we get from uh from the county that is going away from us, right? So as we start that part of this SCA1 is we we lose that. So we're going to when Dr. Glaze was talking about things that

118um never never coming back to the the former uh way. So there there needs to be conversations with uh um on on how to recoup that or mitigate as much of that as possible. But uh we're thankful for it, but uh don't get used to seeing it uh in the packet. So um any old business that we or I'm sorry, the old business that we have um is the second reading and adoption of batch 8 of the CCHA board policies. Um the following policies are uh presented for uh second reading. Um we do need um approval for uh batch or patch 8 policies. Uh this does contain our revised policy on the adjunct teachers and I know we've worked through that and I just wanted to thank everybody for the the good communication on that

119back and forth. Uh the internal controls, use of credit cards, collection, forgiveness of debt, unpaid meal policy, investment, income, time and effort, desk debt management, cash balance and liquidity and uh any criminal organization activity. We have a policy for that. So just throwing that out there if anybody's involved in that. This is the time to get out of it. >> For the record, we're not pro. >> No, no, this anti on the record. >> And then also in your packet, remember when we were doing all this policy uh adjustment, we are retiring a ton of those old Niola policies. So, those are listed in there as well. So, um I would uh entertain a motion uh and a second to approve upon second reading batch 8 of the CCHA uh policies. I move to approve

120batch number eight upon second reading board. >> Second. >> Right. Have a motion and a second to approve the batch 8. Any questions or further conversation? All those in favor of approving uh batch 8 upon second reading. Please signify by saying I. >> I. I. >> Any opposed? >> Batch 8 is approved. Thank you. Um, on new business, we have uh before I get started on this, I I do I do see Allison now that everybody's left. She wasn't in her normal seat and I panic. Um, I wanted to take a really brief opportunity. It's the second time I've gone through contract with uh the teachers association. It's just a great process. We have a wonderful, wonderful relationship and a group of people. Mr. Ireland, I see back there as well. Um, and I won't

121say anything publicly to Mrs. Cole because she's my daughter's teacher and that would look bad. But no, uh, but I I did want to say we we really don't have the issues that other districts have in these negotiations and I wanted to thank uh thank you publicly for that since you've taken the time to show up tonight for the uh ratification. So on September 9th uh we convened a public hearing to announce the beginning of our formal bargaining. On November 3, a public meeting was held to announce that a tenative agreement where details of the agreement were shared with the community along with the opportunity for any public comment. Uh the total increase cost to the education fund in the new contract is $146,300. I need a motion to ratify the 2526 collective bargaining agreement

122between TCSC and the T Tea. I move to ratify the 2526 collective bargaining agreement between our second. >> I have a motion and a second to approve the contract. All those in favor of approving the contract um please signify by saying I. >> I. Any opposed? >> Contract is ratified. Thank you very much. Um the um the collective bargaining is ratified now and we're recommending a one-time stipen of the remainder of the staff. There's a detailed um breakdown of of the recipients that was included in your packet. Uh the 10month um hourly employee stipen of $500 um for full-time and $250 for part-time. There's a 12-month hourly employee stipen for $1,500 and 12 month contracted and administration employee stipen of $2,250. The total cost of the one-time stipen including the taxes and the retirement is

123uh $10,226.75. Um and um to receive the stipen, the employee must be employed by us for a minimum of 90 calendar days and actively employed with us on December 1st of 2025. So um I would need a motion and a second to approve the remaining uh stipens as uh included in your packet. >> I move to approve the remaining staff onetime stipens. >> Right. I have a motion and a second to uh to approve the uh stipens. All those in favor, please signify by saying I. >> I. Any opposed? Right. Stipens are approved. Um there's nothing for us tonight. This is first reading on batch nine. Um so please look at that in all of your spare time, which I'm sure is just loads of it. But uh we will be looking for uh second

124reading and approval on this in our December meeting. Um and then um the next item on the agenda is the recommendation for the GO bonds, the remaining GO bonds. As we detailed through some of the work that's being done earlier on the roof, um that project is going well, continues to run ahead of schedule. At this time, we have approximately $400,000 available from the bond proceeds uh to and uh the administration has recommended some additional projects. We're recommending three projects that include the playground at 2 266,000. Uh the pool deck at 86,000 and the auditorium sound system replacement um which is 80, >> but it it'll be lower than that. But I think that's what we're uh as the bids are coming in. But these projects are are much needed improvements um for TCSC and

125and will serve us well for many years. um detailed information on those is included um in your packet. So um before I move for motion or anything like that, just open it up for questions from the board on on those projects. We've been chasing this pool deck for several years. Um and um the uh the playground is something we've talked about for a while and uh the sound system in the auditorium is the original. Um, and it's really, yeah, it's Yeah. And and so, um, so those those were the three that kind of bubbled, uh, kind of to the top. >> I think that original. So, >> okay. >> Well, there's no comment. >> No, I have a comment. Um, >> with all the budget problems we have, this extra money in the go bond,

126do we have three years to spend it? like we did with the transportation money. >> You we do have three years to spend it. >> And are there what kind of limits on what we can spend it on? >> Um as long as it's a capital improvement, it it spent on capital use for salary like that. >> But it could help with the operation budget if it was a capital >> as long as it's a capital improvement. So as long as it would be like a boiler or a AC like a air handler here. Here's just my thought, not about any of these individual projects. My thought is to hold on to the money until we find out how this is going to shake out in a year. Are we going is the referendum going

127to pass? Are we going to have enough money? Are we going to need this money as like almost a rainy day fund for operations for some big project? If in a year we're fine, then we can do some of these things. Or maybe we could do the pool deck, which seems to be a really big problem. And if we can't have the pool without it, whatever. You tell me. I'm just very hesitant to spend this money when we're facing a very uncertain future financially and of how it looks. Someone comes by the school and we're doing a new elementary playground and at the same time we're saying we don't have any money. I I just think if it was our business, and I know it's different, we would be looking at this differently. And I

128know if in a perfect world, I'd put the money back, you know. Um we borrowed too much, right? Essentially, because the project was for the roof and the chiller. Um, I'm I'm just very concerned about the perception and I'm concerned about that financial. Could that money sit there for a year and be there if we need it? I mean, if the referendum doesn't pass or the state legislature, you said maybe in 27 they can fix it. I mean, who knows? Maybe they'll do something in 26 if people cry loud enough. I would really rather have that money on hand >> just in case >> on any of these three items that are listed. Is there a timing? >> Is there I mean timing on some of them if we whether we approve it tonight versus

129a month from now or are we waiting you know is there something that we are committed to or that we've >> on any of these three items? >> I would say a month is not going to make a difference. No, but we did commit to the playground. We have down payment in order to be done by this summer. >> When you say we committed to the playground, who? >> We didn't vote on anything. >> We we used the remaining dollars from the elementary,000 that we had plus that we had grants and we basically bought the equipment because we wanted to avoid the cost increase of of the equipment. um they were guaranteeing us that price. So we we cut that PO with those remaining funds in um I think May or June of last year

130somewhere around um and uh so that was just basically the down payment essentially um for that. Now what we haven't paid is the the surface the uh labor all of that. So, basically, we just have the equipment. It's been stored in their warehouse. But >> So, what's the total bill for this playground? I thought it was like 300,000. >> Total bill is I think over $600,000. So, we're getting 200,000 from the media foundation and we're getting or the Tiff Foundation and we're getting 100,000 from Teso and we had 160,000. So 266 is what's left over. >> I'll just say those outside organizations that have given money or promised money. I've seen what the plans are going to change those now. I don't think those organizations may not have committed that money. I know Tesla was

131a big one that said we don't want to come down with they go out and actually do the playground. I think they would be one that might say we don't want our money and you have Campbell who are going to match another part of Tesla's money potentially for more money. So, and the foundation again with they presented this whole plan to change go back and change. >> Yeah, I thought we were going to be able to do it with the donated money and the leftover money. I did I never heard $600,000 as a number. I heard 300 and some thousand. So I don't know did we talk about that here? Was it a committee? >> Yeah, we've uh we've had that conversation um that uh and and particularly when we were receiving those grants. We

132had that conversation. This is what the full dollar was in the offset. how 300,000 may be what we were talking about because that would that would make sense with the 266 and the60 that we had from the school um around that 300,000 level. And you know, initially when we were going to do this, before we had all of the electrical issues that we had to fix as far as the building project, it budgeted 500,000 for the playground, which is a pretty typical cost of a regular group by playground. Went ahead and added areas for the preschool increased the cost. So only at one point we were just going to preschool playground as it was and the foundations they wanted all they felt like all all of it could be replaced so you have more of

133an immersive environment um that preschool kids they don't have their own little area they can actually be on all of >> I just I'm just I don't think it looks good >> I think you have a valid point I'm not saying that you don't I I is there any other comment on it? >> We put it to a vote. But I mean I >> So are we voting to to allocate the money? Is that what we're >> I'm just we have remaining money from the go bond and we have projects and we're have those prioritized. So this would be to execute on that. Um And I do share I don't I don't necessarily share your concern because I know um when we're talking about other financing options, we're talking about the operations of the school.

134These are capital projects. And so I think we can talk to the public about that if we're honest about it. Um >> I think it's a hard explanation. People don't understand. Rob, we've been here three years. I still don't understand all the details of school financing. So um I'm just I'm talking about the optics. I'm not talking about what we know about how money is operated. Right. I understand that. Um I'm just concerned about how that looks. >> Okay. >> Well, I'm going to put it to a vote and um we'll we'll take it from there. >> I mean, is it a is it a bad choice if we table it for a month or do you feel like we've already had adequate time? I mean, I know we've had it in our packet for

135sufficient time, >> but I I don't know that a month changes optics or or whatever. I think at the end of the day, um you know, we we didn't encounter the bumps in the road that we thought we were going to have on the roof and we have leftover money. >> Okay. >> We should take care of some things in the school that have been were original equipment in the school. And if the public wants to hang me for that, then they can go right ahead. Right. >> Yeah. question on that. What if we hadn't had this money left over? What would we have done about the playground? >> It would stay the way it would have stayed the way it is and we'd have had to tell the f the foundation no and and

136several foundations no and teso and things of that nature. >> So, I'm just offering an option in between where we wait, right? That's all that's all I'm saying is for optics this I mean for a point of discussion. So, >> how long do you want to wait? >> Well, when are we doing the the polling? >> I think it's going to be before June. So, I'm guessing April, March, April. >> That's purely a guess, Eric. We haven't talked about it. >> That's purely a guess. I would say March because I know we have to have make a decision by June, >> right? >> And then what's our contractual obligation to the stuff that we've already purchased? >> Um well, I mean what what it will do is if we wait that long, it's our place

137as far as >> getting it installed in summer. Um the Uh right now, you know, we're guaranteed the first summer slot they have. Um um that's it's it's it going to take about 3 weeks, tear out, put back in. Um so honestly, and I'm not trying to be fatalist or anything. I'll be looking at the next summer. Um just because is right. I I understand all the >> No, no, no, no. Yeah. I I'm just I'm just >> Look, when this came up through April, May, whatever, I wasn't that concerned about it. But now that we're facing what we're facing, the the reality of those 30 slides and and what between now and 2031 we're facing, um I just think it changes it just changes things. Did you have a timeline for the pool deck

138and the system replacement? >> The pool deck um we can't do anything until after the season. So basically looking at what we did last year where drain the pool in March probably April May the deck um the u sound system there's probably not a definite time that that has to be done. I would say that's probably more of a summer project because of the fact that at some point they're going to have to tear down the old and put up the new um and And honestly, our auditorium is used all the time, of the most used facilities we have. So, summer would make sense. >> Listen, I'm not trying to strongarm the vote. I just want us to think about what we're doing here, what we're facing, and like I said, the optics of it.

139How does that look? >> Rob, you don't seem to think it's a problem. >> I'm I am 100% ready to defend the optics of the decision, right? like SEA1 was sent to us, we need to respond to it. If a referendum is is gone after and it's defeated, then we've got all these other levers we need to pull to reduce the cost of the school. But $400,000 when you're looking at a million and a half doesn't make the optics of it any better. It that that's just me and I'll defend that, right? like so I'll call for the vote and if it's a bad thing then I you know they can bring their pitchforks to market road. So I mean it's it's fine. >> You get my point. It's hard to explain it's hard to

140explain >> the financing. >> I I would I would disagree that it's hard to explain the financing. I have dedicated countless hours with policy analytics, ISBA, all these people understanding the ramifications of SCA and what's going to happen to us. I I'm I don't think the difference between success and failure is playground and a pool deck. Um and we should invest in these things and hope to God that they do the right thing and fix it in the larger assembly. But you can't be guaranteed of that. Um, so I'm ready to defend the decision to keep moving, not wait another year or half a year to do this. Um, and you know, but I I don't agree that the optics are that bad. So, you know, I mean, we have all kind of optics going

141on in the city right now, and nobody's showing up at those meetings upset. So, I'm I'm ready to to invest in the kids in the building and I'm fine with it. So, but and I'm not trying to strongarm the vote either. I'm just trying to keep things moving while we have our alterer here and we have people engaged and that kind of thing. And I'm very worried about a relationship with the foundation and other foundations where if we keep kicking the can on this um playground and things like that that we're we're going to lose some goodwill that we've spent years and years building. I'm worried about those optics. So, but and I'm not not trying to strongarm you or the voter or any of that. I understand it as well. But, okay. I'm not

142trying to make this difficult. I feel a little embarrassed. I feel after hearing some of what Eric said, some of our conversation, can we as a board table this for a month? I would just like another a little bit of time to review this if that's okay. >> Okay. >> Yeah. So, I mean, if it's not like changing drastically some form of dates, if we could make this to vote in December, I think I would like that additional time. >> I don't think a month. I mean, personally, >> I mean, if you guys want the other month think about it, I'm not that's not something that's detrimental. Yeah, I mean I wish I would have maybe had a few more conversations with members of the board prior to this meeting. I think that would have

143been a good idea on my behalf. I wish I would have. So if that's okay, I would like to take a good Okay, it is table. >> Um the um uh the next item on our agenda is the declaration of surplus equipment. Uh there's a few items from the transportation and maintenance department to declare a surplus. One of them is a golf cart that only turns left. I thought that was entertaining. Uh but these items will be recycled or sold for scrap. Um so a detailed list of items is in our uh packet. I'd look for a motion and a second to declare that surplus equipment. >> I move to declare the surplus of equipment. >> Second. >> All right. a motion and a second um to declare the surplus equipment. All those in favor,

144please signify by saying I. >> I. >> Any opposed? All right. Motion carries. And then uh in late December, the DLGF will issue our form 1782 uh which will confirm the rates in the levy in accordance with our 2026 budget. Uh in our packet is a resolution allowing the superintendent to reduce appropriations from the 2025 budget and any or all funds as appropriate necessary to help achieve the balance budget for 2026. If you all recall, we do this on an annual basis. Um so I'd be looking for a motion and a second to approve um the uh additional resolution for the 2026 budget. I move to approve the additional resolution for the 2026 budget. >> Second. >> All right. All those in favor of approving the additional resolution, please signify by saying I. >> Any

145opposed? Motion is approved. And then the um annually the board is asked to pass a resolution allowing for the transfer of funds. The resolution authorizes the treasurer of Typton County or Typton Community School Corporation to on a monthly schedule transfer an amount not to exceed 145,652 from the education fund to the operations fund to reimburse the operations fund for expenses that are not allocated to student instruction and learning under Indiana code 20-42-5. So, I'm looking for a motion and a second to approve the monthly transfer from the ED fund uh to the operations fund. >> I move to approve the monthly transfer from the education fund to the operation fund. >> Second. >> I have a motion and a second. All those in favor of approval of the monthly transfer, please signify by saying I.

146>> Any opposed. All right. The motion carries. The other matters to come before the board is we have the uh monthly um uh advisory committee uh update on Monday, November 17th. The expense reduction uh review committee is meeting again at 400 pm and the upcoming schedule of events is again uh 19th is the tip off at the Inferno. Uh the 21st through the 23rd I would say is the uh Little Mermaid Jr. Uh, sorry. Everybody should go see that. November 26th to 28th is Thanksgiving break. December 8th is the middle school high school choir uh Christmas concert. Um, the next is December 9th, which is our next meeting. Um, December 10th is the middle school high school band Christmas concert. And the December 16th is the YO family night um uh concert. And December 19th

147ends the last day of the second grading period. And finally on December 20th, we enter our winter break. So that is the upcoming schedule of events. Um I'd be looking for a motion and a second to adjurnn. >> I move to adjourn the November meeting. >> All right. I want to play December. >> Got a second. All right. I have a motion and a second to adjurnn. All those in favor, please signify by saying I. I. >> Any opposed? We are adjourned. Thank you guys.